Introduction

Between the ages of 14-21, education shifts to focus on students' postschool outcomes. As educators, it is our job to identify: 

• what we need to teach,

 

• what instructional strategies and supports will be most successful, and

 

• what resources and community connections are needed by students.
  

 

 

Part 2: Teaching for Transition is designed to provide you a basic understanding of the essential components of secondary curriculum and programming for students with disabilities.  We will include evidence-based practices with creative examples that will provide you with an inspirational jump start highlighting what other teachers have tried. If you find yourself wanting to learn more, we also include links to additional resources and training throughout Part 2.

 

Taxonomy of Transition Programming

In Part 1: Talking about Transition, we introduced Kohler's (1996) Taxonomy for Transition Programming. In Part 2, we will focus on two areas of the Taxonomy: student-focused planning and student development. For each Taxonomy area we will provide:

• a definition of the area and a list of its components,

• examples of evidence-based practices, and

• links for additional resources. 

Let's begin looking at the Taxonomy of Transition Programming. Click "next page" to begin learning about our first area, student-focused planning.

 

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