TransEd UNIT 2 PDF

Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines College of Teacher Education Telephone No.: (+63 32) 254...

Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines College of Teacher Education Telephone No.: (+63 32) 254 1452 loc. 144 Email: [email protected] Website: www.cnu.edu.ph Abstraction (In the abstraction part during the actual facilitation, facilitators will need to give the most essential ideas. All facilitators must take part in this phase.) Student’s Development in Transition Education - Self-Awareness and Advocacy Students who are self-aware are more independent and can speak up for themselves in the classroom and at work. - Academic and Vocational Skill-Building Work ethics, technical proficiency, time management, and job-related skills. These encounters aid students in comprehending the working world and coordinating their coursework with future professional aspirations. - Social and Communication Skills Training in social skills, which focuses on how to form connections, work with peers, and handle conflict, is frequently an essential part. Forging relationships, thriving in the job, and getting by in daily life all require strong social and communication skills. - Independent Living Skills Life skills including cooking, budgeting, utilizing public transportation, and keeping oneself clean and well-groomed are taught in transition education. Students who are proficient in independent living can live more independently and depend less on their families or other support networks. - Emotional and Psychological Development A more seamless transition is facilitated by emotional maturity, which aids students in adjusting to potential obstacles after school. - Career Exploration and Development After leaving, students have a better idea of their desired career path and the abilities to follow it. - Community Integration and Support In order to offer resources for housing, work, and further education, transition programs frequently collaborate with neighborhood organizations. Students  Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines College of Teacher Education Telephone No.: (+63 32) 254 1452 loc. 144 Email: [email protected] Website: www.cnu.edu.ph who actively participate in the community feel more supported and integrated as they transition into adulthood. Transition to the Student's Life Cycle - Understanding the stages ➔ Early Childhood Education (ECE) – In this stage, students are introduced to foundational skills and begin developing social, emotional, and cognitive abilities. ➔ Elementary School – Students start receiving structured education, focusing on academic growth, social interactions, and building self-management skills. ➔ Secondary Education – This stage prepares students for adulthood, emphasizing independence, career exploration, and academic goals. It's a critical time for identifying interests and abilities that can guide future choices. ➔ Post-secondary Education or Employment – Students transition into higher education, vocational training, or the workforce. Support systems and real-world skills gained during this phase are vital for long-term success. - Importance of Early Planning ➔ Individualized Education Plan (IEP) – From early childhood, the creation of an IEP can tailor educational approaches to meet the student’s specific needs. ➔ Career and Transition Planning – Starting in middle or high school, early planning helps students identify future goals, whether it be further education, vocational training, or employment. Involving families, teachers, and other professionals in this planning can ensure students are prepared for life beyond school. ➔ Skill Development – Early planning helps develop essential skills like communication, self-advocacy, and problem-solving, all of which are critical for successful transitions. - Identifying Challenges and Strategies External Changes Potential Challenges Strategies ENVIRONMENT Location Homesickness, depression,anxiety, Develop new supportive isolation Develop new supportive relationship relationship Cultural Shock Fear of being ignored Fear of being ignored FINANCIAL Employment (part or Stress on establishing priorities, Good time management full time) time commitments and responsibilities SOCIAL  Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines College of Teacher Education Telephone No.: (+63 32) 254 1452 loc. 144 Email: [email protected] Website: www.cnu.edu.ph New friends Anxiety Be open and flexible Peer pressure Isolation, feeling of not belonging Engage in classroom and here institutional activities, and develop self-efficacy ACADEMIC Expectations Disappointment, stress Attend induction, self-management of expectations Performance Stress, anxiety Develop self-efficacy, good time management, and develop academic and information literacy Presentations and Stress, anxiety, fear of getting Develop communication and exams embarrassed, lack of confidence academic study skills, and develop self-efficacy and critical self-reflection - Interagency ➔ Education and Social Services ◆ Schools can work with agencies to provide support to students. Social service agencies can help identify students who may need extra assistance, while counseling agencies can offer mental health support. Additionally, tutoring organizations can provide academic support. ➔ Healthcare and Wellness ◆ Health insurance agencies can work with schools to offer affordable health insurance options for students, while wellness organizations can collaborate with schools to promote physical and mental health through various programs. ➔ Transportation and Accessibility ◆ Transportation agencies and accessibility services can work with schools to ensure students have access to public transportation and accommodations. Preparing students for the 21st-century workforce - Identify key skills and competencies - identifying the key skills and competencies that your students will need to succeed. Students need to develop a broad set of skills to navigate this environment, often categorized as the 4Cs: 1. Critical Thinking and Problem-Solving: The ability to analyze complex problems, evaluate evidence, and make informed decisions. 2. Creativity and Innovation: Encouraging students to think outside the box and develop new solutions or approaches.  Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines College of Teacher Education Telephone No.: (+63 32) 254 1452 loc. 144 Email: [email protected] Website: www.cnu.edu.ph 3. Communication: Mastery of both verbal and written communication, including digital communication tools, is crucial for collaboration and presenting ideas. 4. Collaboration: Teamwork skills, including the ability to work effectively in diverse, virtual, or global teams. - Project-based Learning (PBL) - is a pedagogical approach that engages students in authentic, meaningful, and interdisciplinary projects that address real-world problems or challenges. PBL can also expose students to different career pathways and fields of study, as well as foster their curiosity and passion for learning. - Provide career exploration and guidance- Another way to prepare students for the 21st-century workforce is to provide them with opportunities to explore and learn about different careers and occupations. Also, provide career guidance and counseling to help students plan their education and career pathways. Examples: Individualized Transition Planning (ITP) As part of the Individualized Education Program (IEP), schools develop an Individualized Transition Plan (ITP) starting at age 14 or 16. The ITP focuses on the student’s goals for life after high school, including career aspirations, further education, and independent living skills. Transition planning ensures that students with disabilities receive personalized guidance and support to prepare for post-secondary education or entering the workforce. It aligns their education with their long-term career and life goals. Career and Technical Education (CTE) Programs LSENs participate in CTE programs that offer hands-on training in specific trades or careers, such as automotive repair, culinary arts, or digital media. These programs are often adapted to meet the needs of LSENs. - Cultivate social and emotional skills - This involves teaching students to understand and manage their emotions, establish and maintain positive relationships, and make responsible decisions. It emphasizes the development of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Examples:  Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines College of Teacher Education Telephone No.: (+63 32) 254 1452 loc. 144 Email: [email protected] Website: www.cnu.edu.ph Self-Awareness: Giving activities like journaling which helps the students recognize their emotions, strengths, and values. Self-Management: Teaching students time management, stress reduction techniques, and goal-setting can help them regulate their emotions and behaviors. Social Awareness: Organize cultural exchange activities where students can interact with peers from different backgrounds, either locally or internationally. This helps them learn about different cultures, traditions, and viewpoints, fostering respect for diversity. Relationship Skills: Role-playing exercises and collaborative projects which develops the students’ communication and conflict-resolution skills. Responsible Decision-Making: Scenario-based learning helps students evaluate the consequences of their actions and make ethical decisions. - Leverage technology and digital tools - This involves integrating various technological resources into the curriculum to enhance learning, provide opportunities for digital creation and expression, and teach digital citizenship and literacy skills. It prepares students to use technology effectively and responsibly. Example: Collaboration Tools: Platforms such as Google Classroom and Canva which allow students to work together on assignments, even in virtual settings. - Foster a growth mindset - This is another way to improve one's abilities and intelligence by giving constructive feedback, praising effort and progress, modeling a learning attitude, and encouraging reflection and self-assessment. Encourage continuous assessment and feedback to guide student learning. Example: Constructive Feedback: Provide feedback that focuses on strategies and processes to help the students see areas for growth or areas that needs improvement. Encourage Reflection: Use self-assessment and reflection activities to help students think about what they’ve learned and how they can improve. Continuous Feedback: Providing ongoing, constructive feedback to guide students in their learning journey. Structured work experiences  Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines College of Teacher Education Telephone No.: (+63 32) 254 1452 loc. 144 Email: [email protected] Website: www.cnu.edu.ph - Assessment and Planning There are 6 aspects of planning learning experiences and instruction Know, Want to know, Learnings (K-W-L) ​ -prior to the introduction of a new topic or skill, ask students what they already know, or think they know, about the topic or skill ​ -ask them what they want to know about the topic/skill. ​ -as the lesson proceeds, learnings are summarized as they occur this provides an opportunity to go back and correct any misconceptions. ​ Identify specific learning goals/intentions -considering the acquisition, meaning and transfer learning goals and breaking them down into specific learning intentions Organize and sequence Organize the specific learning goals into a sequence and decide on learning experiences. Consider the sequence of learning intentions that best suits the desired results. Decide on the learning events/experiences that are most appropriate for the desired results. Monitor progress and feedback -progress will be monitored during learning events, and how students will get feedback. What can school personnel do to help students in the transition planning process? - Program philosophy: school districts embrace educational planning, curricula, and programs that are community-referenced, outcome-based, provided in integrated settings, flexible enough to meet a student’s needs, respectful of cultural and linguistic needs, and offer access to all post-school options for all students. - Strategic planning: school districts collaborate with community organizations to identify and address barriers related to transition of students to post-school settings. - Program policies: school districts’ policies support the implementation of effective practices, and these policies are shared with community organizations. - Program evaluation: school districts conduct ongoing evaluation that includes the analysis of post-school outcomes and use the data for needs assessments and program improvement.  Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines College of Teacher Education Telephone No.: (+63 32) 254 1452 loc. 144 Email: [email protected] Website: www.cnu.edu.ph - Human resource development: school districts ensure that educators and transition-related personnel are qualified to meet the transition needs of all students. - Resource allocation: Schools and school districts ensure that adequate resources, including funding for community-based placements, are available to meet the education and transition needs of all students. - Career and Skill Interest Assessment a tool that measures an individual interest and helps evaluate potential careers. Career choice is often based on self-concept, the idea that you have of your own personality. Types of Career and Skill Interest Assessment 1. Work-Related Temperament Scales Temperament at Workplace Test is a scientifically validated test designed to measure important aspects of personality and behavior that determine how an individual behaves in the workplace. Upon completing the test, the individual provided with a comprehensive report on each component, an overall summary report and a hiring recommendation. 2. Interest and Work Values Inventories Interest inventories are psychometric tools that help individuals discover their interests, preferences, and occupational strengths and challenges. These inventories use varying items in the form of multiple-choice questions to quantify a person’s likes, dislikes, ideals, and motivations. 3. Career Maturity or Readiness Tests Career Maturity Inventory (CMI) is a standardized measure designed to assess the maturity of adolescents and young adults’ career choice attitudes and competence. Career Interest Career interest is a desire to discover career opportunities based on your skills, interests, and talents. To find a career that interests you, you need to know what you like to do and how to categorize your interests. Examples of Career Interests for LWDs 1. Office Admin 2. Customer Service  Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines College of Teacher Education Telephone No.: (+63 32) 254 1452 loc. 144 Email: [email protected] Website: www.cnu.edu.ph 3. Hospitality and Food Services - Job Skill Development Teaching Important Job Skills to LSENs ➔ Punctuality, Reliability, Strong work ethic, Ability to follow directions, Willingness to accept and respond to feedback, Solid decision-making, and problem-solving skills, Good social and Communication skills, and Strong time management skills. ➔ Different types of skills are required for successful work. They include foundation skills acquired through education and family life, technical and professional skills that enable a person to undertake a particular activity or task, business skills required to succeed in self-employment, and core life skills, including attitudes, knowledge, and personal attributes. Why Job Skills are so Important to Teach? ➔ Employers aim to hire individuals with disabilities who can contribute to their team and the workplace. They want to ensure the individual understands or can easily learn the job. Introducing employability skills upfront increases the chances of holding a long-term job. ➔ The school establishes its workplace with appropriate training and support, or external, by building partnerships with local businesses willing to invest in employees with autism, intellectual disabilities, and other special needs. - Work-integrated learning ➔ Work-integrated learning (WIL) or work-readiness training is the process of placing a student into a work environment that integrates the knowledge and skills they have acquired through their studies with workplace practices. ➔ WIL can occur at the course or program level and includes the development of student learning objectives and outcomes related to employability, agency, knowledge and skill mobility, and life-long learning. ➔ The term ‘work-integrated learning’ (WIL) is often used interchangeably with work-based learning, practice-based learning, work-related learning, vocational learning, experiential learning, co-operative education, clinical  Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines College of Teacher Education Telephone No.: (+63 32) 254 1452 loc. 144 Email: [email protected] Website: www.cnu.edu.ph education, internship, practicum, and field education, to name but a few (Sattler, 2011). Developing Academic Integration in Transition Education ➔ This involves combining academic and practical skills that would support the student in order to have a smooth and successful transition in education. ➔ The process of fostering a cohesive and inclusive learning environment that prepares students to successfully transition from one educational level to another, often from high school to college or vocational training. It involves creating a supportive and supportive environment where students feel valued, supported, and equipped with the necessary skills and knowledge to succeed in their future academic and professional endeavors. ➔ It prepares the students to acquire 21st-century skills in the future Integrate Core Academics with Life Skills ➔ It is putting together and connecting the gained knowledge from different subjects and integrating it through actions that would be relevant to real world situations. Financial Literacy (Math) - students should have the ability to understand basic mathematical equations and effectively use financial skills for the LSENS to be literate Example : Budgeting Enhanced Communication (Language) - students should have the ability to converse effectively with people LSENS should be confident enough to bring up oneself to the public Example : Public Speaking Community Engagement (Social Studies) - students should be able to determine community issues and events and have a first hand experience on community activities Example : Voting, seminars Project-Based Learning ➔ Conducting a big task that let the student experience real world scenarios that would apply the learning of Integrating Core Academics with Life Skills. Ex : Conducting small Business, Job Application, Sewing & Stitching  Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines College of Teacher Education Telephone No.: (+63 32) 254 1452 loc. 144 Email: [email protected] Website: www.cnu.edu.ph - Cross-Content Cross-content approaches play a significant role in developing academic integration by linking various disciplines to create a more interconnected and holistic learning experience. This method emphasizes the relevance and application of knowledge across different subject areas, fostering deeper understanding and critical thinking. It fosters teamwork, new discoveries, more motivation, and more knowledge of the learning process. Moreover, it helps students connect disparate areas of knowledge, build transferable skills, and apply their learning in meaningful ways, leading to a richer and more cohesive educational experience. By integrating different subject areas in transition education, you can provide students with a more holistic and engaging learning experience that prepares them for the challenges and opportunities of higher education and the workforce. Example: Career Exploration and Resume Writing Goal: The student will explore career options and create a professional resume using academic and digital skills. Cross-Content Integration: - English: Teach students how to write resumes, cover letters, and professional emails with correct grammar and formatting. - Technology: Use computer skills to create, format, and edit resumes, and practice job searches on career websites. - Social Studies: Discuss various career paths, job market trends, and the role of work in different cultures and historical contexts. - Individualized Education Planning Individualized Educational Plans (IEPs) are essential tools for fostering academic integration in transition education, especially for students with special needs. Additionally, it is an important tool for customizing education to meet each student's unique needs and learning styles. ILPs outline goals, supports, accommodations, and strategies tailored specifically for a student, helping teachers provide targeted instruction. IEPs provide a personalized plan that outlines specific goals, accommodations, and services to support a student's transition from school to post-secondary education or employment. Individual Education Plans (IEPs) are critical for students with special needs or learning disabilities. An IEP outlines a personalized learning program with specific goals tailored to the student's needs and abilities.  Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines College of Teacher Education Telephone No.: (+63 32) 254 1452 loc. 144 Email: [email protected] Website: www.cnu.edu.ph IEPs allow educators to measure student growth over time. Teachers can regularly assess if students are reaching their personalized learning goals and make adjustments as needed. Parents are involved throughout the IEP process. This facilitates open communication between families and schools regarding the child's education. This also develops independent living skills, such as transportation, budgeting, and cooking. Will prepare for post-secondary education or employment and achieve personal and vocational goals. Developing social integration Social integration refers to how much individuals engage in various social roles and relationships. It includes both behavioral and cognitive components. The behavioral aspect involves actively participating in social activities and forming relationships, while the cognitive aspect relates to feeling connected to the community and identifying with one's social roles. (Brissette et al., 2000) - Social Skills Assessment In a social skills assessment, we evaluate how a child or young person interacts, copes with social situations, and interprets them. This assessment helps identify any areas where they may face challenges. Various social skills assessment tools are showcased with additional resource options. The "Social Skill Strategies, Book A" is recommended for special education districts. Ex. 1. Social Emotional Skills – Summary Form Social Skill Strategies, Book A: N. Gajewski, P. Hirn, & P. Mayo 2. Social Emotional Skills Rating Scale – Adult Form Social Skill Strategies, Book A: N. Gajewski, P. Hirn, & P. Mayo 3. Social Emotional Skills Rating Scale – Student Form Social Skill Strategies, Book A: N. Gajewski, P. Hirn, & P. Mayo 4. Social Profile Scott Bellini, Indiana Resource Center for Autism - Role-playing and simulations Role-playing and simulations are immersive learning methods where students engage in scenarios to explore complex issues. Role-playing involves unscripted character portrayal, nurturing creativity and critical thinking. Simulations feature structured real-life scenarios with specific rules, encouraging collaboration and problem-solving.  Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines College of Teacher Education Telephone No.: (+63 32) 254 1452 loc. 144 Email: [email protected] Website: www.cnu.edu.ph Both methods promote active learning, fostering collaboration, critical thinking, and perspective-taking in education. - Structured social groups Through the provision of orderly and encouraging surroundings that aid in students' adjustment to new educational or social contexts, structured social groups play a critical role in transition education. Sometimes, the simplest definition of social structure is structured social relations, or the predictable and recurring features of interactions among the members of a certain social entity. - Buddy Systems In transition education, the buddy system is an effective tactic, especially for assisting pupils in adjusting to new learning contexts or stages. It usually describes a mutual arrangement in which both parties are conducting the same work and have equal responsibility for each other’s safety. Assistive technology in the transition education process - Text-to-Speech Software and Speech-to-Text Software TTS helps students with learning disabilities, like dyslexia or visual impairments, by providing them with audio access to written content. This facilitates their independent engagement with resources such as online courses, homework, and textbooks. Students with physical or cognitive impairments who struggle with writing or typing can express their ideas verbally, and the software will translate them into written text. This enhances their capacity to finish written assignments, take notes, and speak clearly in both formal and informal contexts. - Picture Exchange Communication PECS gives students who are nonverbal or have low verbal skills an efficient means of communicating in both academic and nonacademic contexts. These pupils participate in class activities, ask questions, and make requests using pictures. Students frequently learn life skills in transition education, like how to use public transportation or cook. PECS enables them to exchange pertinent pictures with peers, teachers, or caregivers in order to communicate basic needs (such as asking for food or assistance). - Video modeling a very useful tool in transition education since it gives students practical, step-by-step examples of critical social, vocational, and life skills. Students learn the skills needed to navigate adult life—including independent living, employment, and social interaction—by watching and copying videos. Its adaptability, consistency, and  Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines College of Teacher Education Telephone No.: (+63 32) 254 1452 loc. 144 Email: [email protected] Website: www.cnu.edu.ph versatility make it a crucial tactic for assisting students in making a smooth transition from school to adulthood. - Virtual Reality Simulations VR simulations in transition education refer to the use of virtual reality (VR) learning environments for promoting skill acquisition and independent functioning, specifically in scenarios where traditional educational strategies may be less effective. Developing thinking maps in curricula and instruction is now recognized as an important strategy across disciplines, including engineering, medical education, and nursing curriculum development for learning complex and abstract concepts. - Training and support Offering support and resources during stages of transition is essential as students go through their educational journey and into new settings with more advanced learning objectives. Changing phases, such as kindergarten to elementary school and primary to secondary school, calls for using a variety of strategies to ease children's transitions and assist them in adjusting to new environments, expectations, and social nuances. Young minds are better equipped to face new problems and continue their academic advancement when they are prepared for upcoming transitions through diverse activities. - Manipulatives Manipulatives are hands-on tools that allow students to do mathematics. They provide physical representations of abstract concepts. As students often explain, “They help you see and touch the numbers” and “They let me see what’s in my head.” In addition, manipulatives allow students to see what’s not yet in their heads – the tools for solving equations, visual representations of algebraic factoring, and a multitude of other skills and concepts. Manipulatives can introduce mathematical topics and reinforce conceptual understanding in powerful ways.