transition

transition

transition

open the link https://iris.peabody.vanderbilt.edu/module/tran Using the content in the IRIS Module to inform your reflection answer the following 4 questions. Addresses all competencies: Competency A1: Use information from a variety of transition assessments to inform student-centered transition and career development planning. Competency A2: Develop student-centered transition IEPs that ensure student voice in goals processes and outcomes. Competency B: Design student-centered curriculum instruction assessments related activities and accommodations that facilitate the movement toward identified post-secondary goals Competency C: Collaborate with stakeholders to insure and increase effective transition services activities supports and outcomes for individuals with disabilities and their families. Competency D: Actively involve all families with sensitivity and responsiveness to the family?s cultural linguistic and socioeconomic makeup throughout the transition decision making and implementation process. Competency E: Knowledge of program structures that use evidence-informed practices and research to establish effective programs and services. What is secondary transition? Why is it important for school personnel to help students plan for post-school transitions? List and describe the five components of the Taxonomy for Transition Programing. Explain why self-determination is important for students with disabilities.