What is the role of a special education teacher in the transition of children with special needs?

Question

What is the role of a special education teacher in the transition of children with special needs?

Answer 1

It you are talking about the transition from high school to whatever may be next in their lives, then the most basic way is through the ITP (Individualized Transition Plan).  This is part of a Child's IEP while they are in high school.  At each annual case review, the teacher discusses and documents what the child's future (beyond high school) interests and needs currently are.  At some point during the last 2 years of high school, the teacher arranges for representatives of the appropriate adult agencies to come meet with the child and their parent.  In our area, Vocational Rehabilitation is about the only agency that sends a rep. into the school, for the other agencies, we give parents a manual that provides them with the contact information for the other agencies as well as the process.  In many cases, we will help the parents to set up these meetings with outside agencies and in a few cases, will attend the meetings with the parent.  It really depends on the child and their needs as to how involved the teacher is in the transition.  At the very least, we provide information about services that are available, whether that be how to get accommodations at the college level or how to get into a group living home or how to apply for SSD.

Answer 2

Accomplished teachers are knowledgeable about the significant multiple transition points in the life of a child, from home to school, early childhood to elementary, elementary to middle, middle to high school, and from high school to postsecondary settings and adult roles. Teachers are sensitive to the concerns of families and the changing relationships that occur at each level. They understand the needs of students during these transitions and the importance of preparing them for the challenges of adjustment to new settings, new relationships with peers and adults, and increased expectations for independence. Teachers communicate with families and support their participation in transition planning at each stage, understanding that their own participation changes along the developmental path and that as students mature, their participation and decision making take on a more significant role.

Accomplished teachers understand the central importance of transition planning as a unifying framework to identify students’ postsecondary goals and design programs of study and support services designed to achieve those goals. Such services include school-based and community-based services; career assessment; career-technical, job training, and placement services; vocational rehabilitation services; and transportation. Accomplished teachers are familiar with a broad range of resources available in the community, and with an awareness of students’ individual needs, strengths, interests, and goals, they match students and families with appropriate services.

Special education teachers know how to assist individuals with disabilities in becoming active team members by using transitional approaches to identify individual interests and preferences for the future and then helping individuals express those interests and preferences to team members. Following the identification and sharing of individual interests and preferences, special education teachers can help match the skills and interests of individuals to vocational and post-school settings. They know how to teach self-management skills, self-advocacy, independence, and work-related skills to individuals with disabilities. They can also identify and teach strategies that support organization and study skills.

Whatever a family’s circumstances, teachers seek ways to support family members in accommodating the student’s needs and the goals of individualized education and transition plans. Teachers anticipate how students may respond to changes in learning environments and provide assessment information to help students, all service providers, and families achieve successful transitions. In helping students achieve success in educational and career goals after leaving high school, teachers might work with transition assessment specialists to match courses of study, accommodations and self-determination skills, and community and vocational resources to students’ needs.