MODULE DESCRIPTION:

Module 1 gave the learner an overview of the values and principles that guide transition practices, the legislative requirements supporting transition activities, how the transition component should drive the IEP, and the key collaborative partners in the process. Module 2 focused on curricular and instructional activities that should be occurring throughout middle and the high school years. Module 3 will emphasize the roles and responsibilities of the collaborative partners and how to best prepare students for future environments.

IPSB INSTRUCTIONAL PROFICIENCIES:

Upon completion of this module the user will be able to meet the following Indiana Professional Standards Board Standards, Performances, Knowledge, & Dispositions:

Standard #1: The educator of students with exceptional needs is well versed in the history, philosophy, and foundations of special education as well as the applicability of current laws and contemporary issues in the field and uses this knowledge to enhance educational opportunities for all students.

Performances:

v     Establishes respectful and productive relationships with students, families, and colleagues.

v     Maintains links with professional resources to keep updated on state and federal regulations regarding special education services and procedures.

Knowledge:

v     Understands state and federal regulations, local level policies and assurances, as well as due process requirements as they relate to assessment, eligibility, and placement of students with exceptional needs.

v     Knows the rights and responsibilities of parents, students, educators, and other professionals as these relate to students with exceptional needs.

Dispositions:

v     Values and respects the historical and philosophical framework of special education.

v     Values the strength of each student and the student's relationship within the family and community.

Standard #10: The educator of students with exceptional needs demonstrates an awareness of a wide array of community resources and accesses these services to support students' needs.

Performances:

v     Identifies appropriate personnel to access a variety of community services to support families and students.

v     Supports effective student transitions across environments.

Dispositions:

v     Learns new skills associated with a variety of resources and technologies.

v     Values family and peer networks.

Software Needs 

Software needed to view and access WWW sites are these:

• Internet Browser of your choice (Microsoft Internet Explorer, Netscape, etc.)
• Internet connection (I recommend DSL or high speed connection when viewing streaming video)
• Acrobat Reader (free download at http://www.adobe.com/products/acrobat/readstep2.html)
• Microsoft Office WORD

Technical and www research tips: 

Embedded within the text will be WWW sites you will be required to visit. For some of these sites we want you to visit and read the entire contents. For the majority, we will be giving you specific areas within a WWW site. You are encouraged to visit other areas in these WWW sites. 

When searching the WWW we recommend these search engines:

• Google: http://www.google.com
• SearchEdu.com:  http://www.searchedu.com
• MSN Search: http://search.msn.com

Through the use of a little creativity, some patience, and a few search engines, you will be able to find just about anything you want. "A little creativity" means simply that you must be able to generate some synonyms (words or phrases similar in meaning to each other) for the idea or topic you are searching for. "Some patience" means that you must remember that when you search a library collection, you must plan to spend more than five minutes looking in the card catalog or on the shelves. No search engine has the entire WWW indexed. Use several engines and several directories, and look at reference and targeted engines as well for the most thorough search.

INSTRUCTIONAL EVENTS:

To complete this module, you will need to:

1. Study the narrative of this module and complete the activities and self-reflections contained within.