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Transition Presentation Template

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Transition Presentation

Transcript: Transitions Collaborative Practices Why do we need transitions? All students deserve the opportunity to have a smooth transition from early intervention programs to education and from secondary education to postsecondary services (Turnbull, A., Turnbull, R., Erwin, Soodak, & Shogren, 2014). To do this, students need different advocates to help ensure that they continue to be successful in all of their settings. Why do we need transitions? Facilitating Transitions When faciliting transitions, students need an advocacy plan. First, there needs to be student-focused planning. This is important for transitions to recongize the students interests, abilities, community input, and their overall options. Students need to self advocate for themselves in this role because it is their future. Once this is established, there needs to be student development to make sure the student is learning the skills needed for their future. Families need to be involved as well to make sure there is engagement from multiple settings. Once all of this is completed, communties and different stake holders can be envolved to help the students gain experience (The IRIS Center, 2018). Facilitating Transtions Why? In advocating for these students, we are hoping to gain self-determination. Self-determination “refers to the attitudes and abilities required to act as the primary causal agent in one’s life and to make choices regarding one’s actions free from undue external influence or interference” (Wehmeyer, 1992, p. 305). By having this self-advocacy skill, students will be able to: -speak up for themsleves -ask for what they need -work with others -know their rights and responsibilities -use their available resoruces Why? Stakeholders There are a variety of stakeholders involved in a students transition process: -students -parents -teachers -advocates -school counselors -agency representatives -employers All of these relationships help create student achievement. For the stakeholders, they will be able to achieve new skills and understands in being involved with each individual students process. Stakeholders CEC Standards The Council for Exceptional Children (2018) states that, "Research has shown that effective transition services are directly linked to better post-secondary outcomes for students with disabilities. Research also tells us that to flourish in the workplace youth with disabilities must also be provided with the opportunity to develop leadership skills, to engage in self-determination and career exploration, and to participate in paid work-based experiences while in high school". To ensure the outcomes of our students, there needs to be disired objectives such as ensuring that these students have opputunities in all settings (academic and work enviroment). CEC Standards on Transitions How do we know that we have been successful when it comes to transition planning? The first step is setting and achieving goals. Another step is self-monitioring. Are students meeting with their stakeholders? Are they following the steps to their plan? Have they gotten accepted into a college or work program? All of these are tools that can measure the success of a transition plan. Tools to Measure Success Tools to Measure Success When it comes to advocating for a student and transition planning, there may be barriers. One may include that the student does not seem interested in their own future. To overcome this, it would be beneficial to provide students with opportunities for desicion-making in early childhood to instill self-determination and self-advocacy at a young age. Another challenge may be ensuring that students have full access and participation to employment and postsecondary education. The NCSET (2004) recomends to , "Ensure that prior to each student’s graduation from high school, the student’s IEP team identifies and engages the responsible agencies, resources, and accommodations required for the student to successfully achieve positive postschool outcomes". Challenges Challenges 1. Make sure that students are involved in their planning and facilitation of their meeting. 2. Have parents and multiple stakeholders involved to make the student know that they are supported through out this process. 3. The more information the better. 4. Give the student opportunuites to learn, work, and volunteer so they know what they want to do. Suggestions Suggestions At a young age, it is important to empower students and their families through transitiong. This can be done by giving them the knowledge and opporunities they need to be successful. Self-advocacy and Self-determination are critical components for these students with disaibilties. With that being said, these students also need support from their families and various advocates. This is important because according to the Individuals with Disabilities Educator Act, all students will disabilities have the right to a transition plan to move from high school to post secondary education,

Transition Presentation

Transcript: It is important to remember that the use of transitions needs to be consistent. Read scenario and determine what visual transition would be best for the student and why. Time leading up to transitions is flexible. Why are transitions important? Decrease challenging behavior. Decrease amount of time needed to transition. Transition independently. Visual Cue Gabby Chisick, Kaitlin Dyal, Marissa Teran, Kelsey Meyer, Sabrina Reguero Visual Cue Timer Visual Countdown System First and Then Finished box Finished Box Activity Time Hume, Kara, et al. "Smooth Transitions: Helping Students With Autism Spectrum Disorder Navigate The School Day." Teaching Exceptional Children 47.1 (2014): 35-45. Academic Search Complete. Web. 1 Oct. 2014. "Transition.", 2014. Web. 29 Sept. 2014. Works Cited Allows students to know how much time is left in activity. Allows teacher to monitor the students' progress. A sequence of activities that will happen throughout the school day. Countdown System First/Then Timer Visual transitions help decrease challenging behavior and amount of time needed to transition, as well as helps students learn to transition independently. "The process of changing from one state or condition to another" (Google). Visual transition. Given a scenario, groups should be able to identify at least one visual transition that can be used to ease transitions in the classroom and effectively apply them to their students with autism. What is a transition? When it is time to transition, students place their work from the previous activity in the "Finish Box". Helping Students with Autism Transition Smoothly Through the Use of Visuals Types of Visual Transitions Conclusion A visual representation of the activity that the student will be doing next that they need to bring with them. Objective

Transition Presentation

Transcript: Learn how to start conversations 1 Use my volunteer hours at my moms center GOING TO THE HUMAN LIBARY Area Of Growths My Personal Life Goal: 1 MY QUESTIONS FOR YOU 2 Goal : To be more social and less nervous in high school Skylar WILL I GET TO TALK TO THE TEACHERS ABOUT CLASS iPad Computer Headphones Google programs Music give me time clarification help creative likes computers being flexible like working alone tries my best drawing putting myself out there more Two thing that will help me reach that goal is Thank you for watching 2 WILL I GET TO HAVE A FIGET TOY FOR CLASS Build confident in myself when talking to people DO YOU HAVE A RESORE TEACHER Will you have what i would need Goal: To go up 2 grade level to a grade nine AT/Technology Career Goal : I will not think twice and doubt myself well going to talk to a group Visual Do it my self Hearing Two thing that will help me reach that goal is: 1 I will go above my maximum efforts in empower and dig deeper into my writing and reading skills My Strengths 1 2 DO YOU HAVE PASSIONATE TEAHER WHO THINK OUT OF THE BOX ANY QUESTIONS you have for me Thing you should know Get my babysitting course. Transition Presentation Two thing that will help me reach that goal is: GOALS Two thing that will help me reach that goal is: Goal: To push myself to not be shy will talking to a large amount of people 2 My Empower Goal: Goal : To be a early childhood educator I will be confident in my reading, writing, and spelling. asking for help sitting still reading goal making staying organize memory Type Of Learner Volunteer to speak to teachers and students My School Goal: culture GOING TO A MEETING My accomplishments TALKING TO PRINCIPALS AND STUDENTS

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