1 x 3-hour workshop weekly
1 x 2-hour on-line exercises weekly
1 x 2-hour on-line lecture weekly
Assumed knowledge
It is assumed that students will have considerable knowledge of effective teaching and support strategies for people with a range of disabilities.
Assignments; Tests; Tutorial Participation
Topic description
This topic will explore the ways in which people with diverse learning needs, including a range of disabilities, may be supported in the transition from school to adult life. A major focus will be on promoting the self-determination of young people with disabilities and providing them with information and experiences that will enable them to identify pathways that allow them to achieve maximum independence in the community with regard to post-school activities and interests. Important areas covered will include pathways to post-secondary education, exploring employment options and experiences, and identifying leisure and recreational options that will promote maximum independence and community involvement.
Educational aims
The aim of this topic is to provide an opportunity for students to:

  1. Explore the issues facing young people with disabilities as they transition into adult life

  2. Examine some models, strategies and approaches to planning aimed at supporting effective transition from school to adult life

  3. Assess transition planning in light of Disability Standards and Person Centred Practice.

Expected learning outcomes
On completion of this topic, students will be expected to be able to:

  1. Demonstrate an understanding of the issues facing young people with disabilities, their families and support networks as they transition into adult life

  2. Explain the importance of self-determination and how acquiring skills in this area may aid the transition process

  3. Identify the roles/responsibilities of students, families and schools in the transition planning process

  4. Demonstrate understanding of exemplary approaches to transition planning in order to adapt learning experiences and teaching strategies for students with disabilities

  5. Communicate transition principles and processes to relevant community members (e.g. parents, teachers, services) and articulate strategies for enhancing cooperation among human services agencies in the transition process