Incorporating+Components+of+Transition+Within+All+Academia.++Paidelia+Educational+Philosophy+vs.+Transition+Curricula.

**Incorporating Components of Transition Within All Academia** **Paidelia Educational Philosophy vs. Transition Curricula**

**Tiffanny H. DeBarros** **University of Connecticut**

**Introduction** According to [|Levinson] (1998), the term transition has been used to refer to different processes within the educational environment (for example, it has been used to describe movement from preschool to kindergarten and from elementary school to junior high to school). He defines transition as the process of facilitating the post-school adjustment of students, particularly students with disabilities. Post-school adjustment is broadly defined to include adjustment to work, leisure, and independent functioning in the community. Furthermore, deFur (1999) states that “transition refers to a change in status from behaving primarily as a student to assuming emergent adult roles. These roles include employment, participating in post-secondary education, maintaining a home, becoming appropriately involved in the community, and experiencing satisfactory personal and social relationships (the DCDT Position on Transition, Halpern, 1994) ** [|Historical Perspective] ** Appended from; Johnson, J, Ph.d, 2002. __Timeline - Transition of Youth with Disabilities__ __A Legislative History Of Transition__
 * [|OSERS] establishes transition as a policy and funding priority in the early 1980s
 * Madeleine Will proposes Bridges from School to Work as a conceptual model of transition.
 * 1985 [|Andrew Halpern]  proposes a revised and expanded conceptual model of transition that includes residential, employment and social interpersonal networks under the rubric of community adjustment.
 * 1989 OSERS funds the implementation of the National Longitudinal Transition Study from 1987-1993 that included over 8,000 youth ages 13-21. Students were interviewed over 2 intervals: 2 years or less post-school and 3-5 5 years post school.
 * 1991 OSERS establishes and funds the Systems Change in Transition priority.
 * 1996 [|The National Transition Alliance]  was funded to provide technical assistance to states receiving STW development and implementation grants
 * 1990 IDEA passed and included provisions for transition services
 * 1992 the Rehabilitation Act was amended to include the same definition of transition as IDEA
 * 1994 [|The School-to-Work Opportunities]  Act was passed that required the inclusion of all students
 * 1998 Workforce Investment Act links amendments of the Rehabilitation Act to generic employment services.
 * 1999 [|Ticket to Work and Work Incentives Improvement Act]  reduces includes incentives to return to work and to seek employment related to health care and cash benefits

[|IDEA 2004] Included in the legal compliance for IDEA, students with disabilities transitioning beyond high school must have a transition plan and services included in their IEP (Individualized Education Plan). IDEA (Individuals with Disabilities Education Act) 1990 provided a transition amendment for students with disabilities transitioning beyond the secondary school experience. Within the student's IEP, the transition plan and services include a specified series of life plans with defined outcomes for student’s post-secondary school. The transition plan includes vocational training, internships, employment interests, living arrangements and community services for students beyond 16 years of age. The plan also includes resource information and delivery options along with time frames for implementation. An effective transition plan is included as part of the student's IEP (Individualized Education Plan) and contains the following components: § An individualized transition planning that includes student interests and expected outcomes. § Diagnostic assessment and vocational interventions along with post-secondary educational placements. § Diagnostic testing for academic areas of reading, math and writing. § Diagnostic testing for behavioral and social skills along with prescribed interventions. § Occupational therapies needed post-secondary. § Life skills components such as preparing for interviews, constructing resumes and using the newspapers to find employment opportunities. § Continuous monitoring of academic, behavior and transition planning beyond the age of 16 in the student's IEP. [|More About Transition Plans] [|What to Know About Transition Plans]

**Essential Characteristics and Skills for Transition** Research indicates that the bigger picture behind transition is to create citizens that are not only ready to learn in school, but to become lifelong learners. Transition is a process that is especially emphasized on for students with disabilities, but pertains to all people. The ultimate goal is to teach and model skills that able those to attain post-secondary education, live independently, establish a career and build interpersonal relationships. Listed below are concepts that are believed to be the most influential in successfully transitioning to life beyond secondary years. **Self Determination** **Children with high levels of self-determination tend to:** 1. Have more opportunities to make choices 2. Have a realistic understanding of their abilities and limitations 3. Be better problem solvers 4. Be able to assert themselves in an appropriate manner 5. Feel they have control over what happens in their life 6. Feel they have the skills and knowledge to achieve their goals Read More! [|A Model for Aligning Self-Determination and General Curriculum] **Self-Advocacy** The ability to effectively communicate, convey, negotiate or assert his or her own interests, desires, needs, and rights. It involves making informed decisions and taking responsibility for those decisions. (VanReusen et al., 1994) = Tips for Self-Advocacy =

Ø Know and understand your rights and responsibilities Ø Learn all you can about your disability, needs, strengths, and weaknesses Ø Know what accommodations you need as well as why you need them Ø Know how to effectively/assertively communicate your needs and preferences Ø Find out who the key people are and how to contact them if necessary Ø Be willing to ask questions when something is unclear or you need clarification

[|Learn About Kids As Self Advocates]

[|More About Self-Advocacy]

**Independence** - [|Moving Learners Toward Independence] A child needs to be given increasing age appropriate responsibilities as he or she is growing up. It fosters a sense of pride when a job is well done, it increases a child's understanding of how things work in life and it makes a child more able to cope with life once they are out on their own. Even if a child fails at what they attempt, if he is encouraged, he will learn from those mistakes and become more resilient. If he is denied the opportunity to try, then he is either lost and makes more serious mistakes as an adult, or he gives up easily out of fear and limits his prospects. **Self Discovery** - Self-discovery is a process of learning who you are and how you are similar and different from other people. Psychologists have developed three methods for self-discovery, called psychodynamic, personality type theory, and human needs theory.

Psychodynamic self-discovery teaches people about their unconscious thoughts and desires, and how such hidden mental processes might relate to past childhood experiences. Personality type theory, as stated by Isabel Myers and Katherine Briggs, teaches people about innate tendencies for processing information and how such tendencies might determine their personality traits. It was based on the mysticism of Swiss psychologist Carl Jung. Human needs theory, teaches people how their personality traits arise from intrinsic motives and values. It is based on the study of conscious purposes as revealed by large scientifically valid surveys of diverse groups of people. [|Click Here - To Do Some Self Discovery]

**Disability Awareness** To learn about Individual-Disability Awareness Click the Link Below.

[|Learning About My Disability]

It is also incredibly important to consider disability awareness from a macro lens. It is not only important for disabled persons but also employers and other community members at large. In order to be able to advocate for what is best for those with disabilities, there needs to be an overall awareness. The Disability Rights Commission of the UK produced a film that exemplifies the importance of disability awareness from a comprehensive viewpoint. [|Watch a clip] **Developing Characteristics and Skills for Transition throughout all Academic Areas** //One Perspective: Paideia Educational Philosophy// "The Paideia teaching method grew out of the writings and ideas of American educator and philosopher [|Mortimer Adler]. Expressed in his 1982 book, [|'The Paideia Proposal],' Adler argued that all schooling should be on one track, not differentiated, and that learning is not finite or static, but ongoing and lively. For that reason, he asserted, the educational system must prepare students to become lifelong learners - and adults who are charged with the education of youth must adopt a similar attitude" (MJA,2003)

This active learning teaching philosophy is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content. Cooperative learning, problem-based learning, and the use of case methods and simulations are some approaches that promote active learning.

Paideia’s philosophy is based on the belief that to educate well, schools must be individualized. The best education acknowledges the innate curiosity of children and their desire to understand and master their environment. Because children have different interests and learning styles and because they progress at different rates, an effective educational program must be tailored to the talents and needs of each child. The best education also recognizes and reflects each child’s ethnic and cultural heritage in an atmosphere of //tolerance and respect.//

//How D////oe////s Paideia Help Foster These S////kil////ls// //It Involves Active Learning// Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content. Cooperative learning, problem-based learning, and the use of case methods and simulations are some approaches that promote active learning. **Learning and thinking skills include:** ü Critical-thinking and problem-solving skills ü Creativity and innovation skills ü Collaboration skills ü Contextual learning skills ü Information and media literacy skills

**Information and communications technology literacy includes:** ü Use technology ü Learn how to learn ü Think critically ü Solve problems ü Use information ü Communicate, innovate, and collaborate **Life skills** ü Leadership ü Ethics ü Accountability ü Adaptability ü Personal productivity ü Personal responsibility ü People skills ü Self-direction ü Social responsibility

[|See For Yourself What Paideia is All About!] [|More to Know About Paideia!] **Developing Characteristics and Skills for Transition throughout all Academic Areas** //Another Perspective: Transition Curricula// Many transition curriculum's exist with the field of education. Most are evidence based and hold great validity to be used mostly in 5-12th grade settings. Each has individualized concepts and objectives that are founded. See sample curriculum's below. Common domains found within Transition focused curriculum's are: - daily living skills, self-determination and interpersonal skills, and employment skills. Daily Living Skills - Teach students how to manage personal finances (including using credit cards, check cards, etc.), household management, personal needs, family responsibilities, food preparation, citizenship responsibility and leisure activities Self Determination and Interpersonal Skills - Help students develop self-awareness, self-confidence, socially responsible behavior, good interpersonal skills, independence, decision-making and good communication skills. Employment Skills - Open the door to employment possibilities and choices for your students in the 21st century, by teaching them appropriate work habits, how to seek and maintain employment, physical/manual skills, and specific job competencies. a. [|Life Centered Education] (LCE) Transition Curriculum b. [|Who's Future is it Anyway?] : A Student-Directed Transition Planning Process

**Why Paideia? - Research / Conclusion** Utilizing a method like the Paideia philosophy not only helps plant seeds for successful transition, but also takes into consideration the level of understanding, the student’s environment, parent attitudes and opportunities for leadership development. Using a school wide approach in incorporating components of transition across all curriculum's assures that every member of the school community is being held accountable for its implementation. It allows for continuous growth and development versus something that may be limited due to time and other resources. Having this continuous exposure to these skill sets increases the likelihood that they are mastered. Repetition is proven to help in the process of skill learning. This approach also allows for those with disabilities to not feel like an outcast and can build confidence. Transition curriculum's often only focus on the basic components such as; employment, independent living, whereas the Paideia Active Learning principles begin early on in life and overlap with many life skills that are transferable throughout life. Having all staff be held accountable for it’s implementation allows there to be enough opportunity for everyone to be serviced. Having a teaching model that keeps all staff on the same page helps assure that expectations are clear for everyone. It also makes it easier for both students and staff to collaborate and work together. Relying on Transition Curricular is not always cost effective for schools. The results can heavily be influenced by how much a student wants to contribute in participating in the program. The skills that are established through the Paideia develop over time and are not seen to students as an actual working process. Skills are developed while students are seeking out their interest and making choices in regard to their own learning environment. [|Paidelia Success] [|More About the Effectiveness of Transition Curricular]

**What This Means for Teachers and Schools** It is important for teachers and schools to consider their instruction style. Remember the extreme importance in incorporating life skills to lesson objectives. Even if your school is not using an active learning model like Paideia, consider consulting with an administrator to discuss how you would like to include these skill and character developments into your curriculum. After drawing a line of possibility It is likely that many schools will begin to realize the overall benefits or an active learning model and there will be more focus on transition for all, not just as it relates to special education. [|Active Learning Practices for Schools]

**Additional Resources** [|Emphasizing Transition in Curriculum] [|Transition Skills Inventory Sampler] [|Examples of Transition Services Available to Students] [|Life Centered Education Curriculum Matrix] [|Example of a Transition Curriculum Brochure] [|Learn More About Active Learning] **References** Konrad, M., Walker, A. R., Fowler, C. H., Test, D. W., & Wood, W. M. (2008). A Model for Aligning Self-Determination and General Curriculum Standards. TEACHING Exceptional Children, 40(3), 53-64. Eisenman, L. T. (2007). Self-Determination Interventions: Building a Foundation for School Completion. Remedial And Special Education, 28(1), 2-8. Jones, M. (2006). Teaching Self-Determination: Empowered Teachers, Empowered Students. TEACHING Exceptional Children, 39(1), 12-17. Palmer, S. B., Wehmeyer, M. L., Gipson, K., & Agran, M. (2004). Promoting Access to the General Curriculum by Teaching Self-Determination Skills. Exceptional Children, 70(4), 427. Konrad, M., Fowler, C. H., Walker, A. R., Test, D. W., & Wood, W. M. (2007). Effects of Self-Determination Interventions on the Academic Skills of Students with Learning Disabilities. Learning Disability Quarterly, 30(2), 89-113. McCarthy, D. (2007). Teaching Self-Advocacy to Students with Disabilities. About Campus, 12(5-), 10-16. Beed, P. L., & And, O. (1991). Moving Learners toward Independence: The Power of Scaffolded Instruction. Reading Teacher, 44(9), 648-55. Brooks, C. F., & Young, S. L. (2011). Are Choice-Making Opportunities Needed in the Classroom? Using Self-Determination Theory to Consider Student Motivation and Learner Empowerment. International Journal Of Teaching And Learning In Higher Education, 23(1), 48-59.