Article on Transition Planning with High Incidence Disabilities

Steere, D. E., & Cavaiuolo, D. (2002). Connecting outcomes, goals, and objectives in transition    

                planning. TEACHING Exceptional Children, 34(6), 54-59.

                This article stresses the importance of self-determination of the student in implementing transition plans.  The authors describe self-determination as a combination of skills, knowledge, and attributes.  Some examples of implementing self-determination include choice-making, problem solving, goal setting and attainment, risk-taking and safety, self-regulation, self-advocacy or leadership, and self-awareness.  The article also included case studies of two students with disabilities and the implications for fostering self-determination.

                The article brought up several challenges that teachers and students might experience during transition planning.  It followed along with the book’s format of addressing post-secondary planning.  One of the challenges is that outcomes can be too vague; therefore, it is essential to give the student opportunities to participate in hands on job experiences.  Another is that the outcomes are perceived as unrealistic; both the book and the article stress that family interviews are important in attaining realistic outcomes for the child.  The book especially notes that parents know more about their child than a teacher knows about his or her student, so it is important to seek their advice.  The third issue is that goals and objectives can be too vague; the fix is to use action words that can be observed.  Another problematic concern is that the connections among outcomes, goals, and objectives are not clear.  To avoid this issue, the staff member in charge of writing the IEP should ask if the attainment of the objective and the larger goal lead to the attainment of the outcome. 

                One of the most useful pieces of information that the authors included were ways to increase participation of the students at the IEP meetings.  Before meetings students can send out invitations, gather assessment information, and set up room arrangements.  During the meeting, students can give an overview of career interests and future aspirations.  After the meeting, students can seek out information about their college and career interests and find experiences that can lead to them attaining their goals.  In addition, I found that the life skill of being able to articulate choices and desires to a family member or spouse to be important even if they do not agree with the decision.  It follows the idea of being confident in one’s choices.  I think that this article was a little outdated based on some of the challenges that the authors noted.  The authors expressed that outcomes are not always revised; I feel that most special educators make sure to revise outcomes by allowing the student to self-reflect through surveys and discussions.  Another is that some staff members might have limited expectations for the child.  I feel that educators today hold students to their highest ability; therefore, they do not have prejudices against students with disabilities.  In addition, the authors point out that lack of action planning can occur.  I feel that with all the legislation surrounding special education, it is almost impossible to avoid seeking post-secondary placements for children.