| Taxonomy
for Transition Programming |
|
by
Paula D. Kohler, Ph.D., Western Michigan University
www.ncset.org
|
Taxonomy
for Transition Programming is an applied framework of
secondary education practices associated with improving
the post-school outcomes of youths with disabilities.
The Taxonomy included practices organized into five areas:
student-focused planning, student development, interagency
and interdisciplinary collaboration, family involvement,
and program structure and attributes.
The
conceptual framework represented by the Taxonomy operationalizes
a transition perspective of education and depicts a consumer-oriented
paradigm that serves as its foundation. The Taxonomy represents
the things we need to do to provide transition-focused
education. A brief description of each category of practices
follows.
Student-Focused
Planning
Student-focused
planning practices focus on using assessment information
and facilitating students' self determination to develop
individual education programs based on students' post-school
goals.
Student
Development
Student
development practices emphasize life, employment, and
occupational skill development through school-based and
work-based learning experiences. Student assessment and
accommodations provide a fundamental basis for student
development that results in successful transition.
Interagency
Collaboration
Interagency
collaboration practices facilitate involvement of community
businesses, organizations, and agencies in all aspects
of transition-focused education. Interagency agreements
that clearly articulate roles, responsibilities, communication
strategies, and other collaborative actions that enhance
curriculum and program development foster collaboration.
Family
Involvement
Family
involvement practices are associated with parent and family
involvement in planning and delivering education and transition
services, including facilitating such involvement. Family-focused
training and family empowerment activities increase the
ability of family members to work effectively with educators
and other service providers and vice-versa.
Program
Structures and Attributes
Program
structures and attributes are features that relate to
efficient and effective delivery of transition-focused
education and services, including attributes of a school
provide the framework for a transition perspective. By
operating from the transition paradigm, schools put in
place those structures and policies that reflect the notion
that outcomes and activities of 100% of the students are
important.
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