Addressing Evidence-Based Predictors
To improve post-school outcomes and success for students with intellectual and developmental disabilities (IDD), teachers need to focus on the predictors of the post-school by employing several strategies with a critical focus on student skills, collaborative systems, policy, and career development (Doty et al., 2020). For students’ skills, teachers must customize their instructions to focus on the critical element of youth autonomy and goal setting, where the student masters the skills necessary for self-awareness, self-regulation, and setting individual goals choice-making. For instance, conducting a personalized goal-setting session with students allows them to identify and articulate goals and aspirations in the short and long term. Teachers must also address social skills, travel skills, and community experiences to enhance how students interact with others in the community and at school. For instance, teachers can integrate inclusive classroom activities that promote teamwork, cooperation, and communication, such as group projects and collaborative problem-solving.
Moreover, building a stronger collaboration is essential for student success. Establishing interagency collaboration that needs developed relationships with multiple agencies such as employers, university disability services, agencies serving people with disability, and vocational rehabilitation can help improve IDD outcomes (Doty et al., 2020). for example, establishing relationships between the school and the community agencies helping people with IDD will help them seek help to address any issues they may face, thus improving their poor performance. In addition, advocating for parent involvement that relies on meaningful families and parents’ involvement during the high and middle years and transition years can help create a support system for the students. In addition, teachers and students can be educated on the individualized collection of goals, team philosophy, services, and activities to achieve post-school goals. In educating students, teachers can achieve this by, for instance, using varied teaching methods and strategies that address diverse learning styles and abilities.
Moreover, another strategy teachers can utilize in students with IDD success in career development encompasses career awareness or career technical education that includes exposing students to employment-related skills such as job searching, interviewing, and understanding the requirements of various careers (Doty et al., 2020). For instance, teachers can subject students to mock interviews, helping them master answering interview questions and communicating. In addition, I will advocate for occupational courses that modify the available curriculum to fit the needs of disabled students, thus focusing on employment and adult living. It helps the student master the various job-related skills, making them competent in the job market and widening their chances of securing future employment. For instance, aligning the teacher instructions that focus on students securing work experience or paid employment while studying encourages students to be active in job searching, enhancing chances of success in future employment searches.
My Development as a Transition-Minded Instructor
Over this semester, I have been involved in several activities and educational-based strategies that have enhanced my development as a transition-minded instructor. Specifically, I have gained a substantial understanding of transition education about students with IDD as they move from school to adult life and the challenges that adults with disability experience in post-secondary, employment, and independent living (Doty et al., 2020). transition education also entails services that are specifically based on the student’s needs and wants, considering the student’s interests, preferences, and strengths.
In addition, I have also gained a deep understanding of curriculum development. Curriculum development at any level of learning must undergo quality assurance to ensure that it is relevant to achieving academic excellence (Matlakala & Maritz, 2019). It is also a multifaceted ongoing process that involves different parties, such as government, curriculum experts, parents, and teachers, to be successful. Student-centered planning and the importance of collaboration with stakeholders were also the main focus of the semester. Student-centered planning focuses on placing individuals with disability at the core of transition planning, ensuring all set objects and goals revolve around the student’s needs, strengths, interests, and weaknesses. Concerning collaboration, I gained to seek links with key parties such as community and government agencies to enhance individuals with IDD education.
Goals for Applying What I Have Learned About Transition-focused Instruction
My goals for applying what I have learned about transition-focused instructions include enhanced student-centered planning, where I plan to implement more student-centered and individualized plans. The approach entails actively involving students in setting their transition goals and making their future decisions, ensuring that students are active decision-makers in matters that concern their lives, and creating a feeling of respect and appreciation among the learners. In addition, my learned collaborative skills will help build stronger collaborations, significantly strengthening collaborations with communities, educators, government agencies, and local organizations. Partnerships are essential in offering comprehensive student support, especially those with IDD, ensuring they smoothly transition from school to post-school environment.
Moreover, I plan to enhance my professional development by setting goals for ongoing professional development, especially by attending local workshops, participating in online webinars, and joining professional networks related to transition-focused education. Professional networks are vital in building my self-confidence, strengthening my current relationships, acquiring knowledge, and enhancing my career development through mentorships. Finally, I also plan to increase my community engagement and involvement to provide the students with IDD with real-world experiences and opportunities. I regularly organize student internships, community service projects, and job shadowing. The opportunities will help students develop social skills by interacting with other students and improve their job skills and overall outcomes.
References
Doty, A., Ray, L., Clark, K., Bethune, L., & Test, D. (2020). Evidence-Based Secondary Transition Predictors for Physical Therapists Working With High School Students. Pediatric Physical Therapy, 32(3), 258–265. https://doi.org/10.1097/pep.0000000000000706
Matlakala, M. C., & Maritz, J. E. (2019). Curriculum development at institutional level: reflections and lessons learned. Africa Journal of Nursing and Midwifery, 21(2). https://doi.org/10.25159/2520-5293/4781
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