Fast Facts

DCDT Fast Fact Sheets:

The primary purpose of the DCDT Fact Sheets are to disseminate information to the field related to key topics in secondary transition. Currently, the DCDT Fact Sheets focus on a number of topics, including evidence-based predictors of post-school success for youth with disabilities, transition planning and assessment, transition specialist competencies, and recommendations for research in secondary transition. The Fact Sheets related to the evidence-based predictors have been developed to provide teachers, administrators, and families with information about, and ideas for, incorporating the secondary transition evidence-based predictors into the transition planning process. Next, the Fact Sheet related to transition specialist competencies summarizes the competencies of transition specialists that go beyond the traditional special education teacher. Further, there are several fact sheets that focus on transition planning and assessment, providing information about secondary transition evidence-based practices and conducting age-appropriate transition assessment. Finally, the “Call for Research” Fact Sheet provides recommendations to the field of special education for future research endeavors in secondary transition. We hope you find these Fact Sheets useful and will continue to develop Fact Sheets that provide an overview of key topics in secondary transition with the hope of exciting readers to go and learn more.
 

Community-Based Vocational Exploration and Learning - DCDT Fast Fact
This Fast Fact provides an overview of the Department of Labor and Wage and Hour Division laws presiding over students with disabilities involved with unpaid community based work learning. This fast fact will provide information related to legislation and guidelines for delivering community-based vocational exploration and learning experiences for students with disabilities.

Interagency Collaboration - DCDT Fast Fact
Defines interagency collaboration and provides recommendations for teachers, administrators, and families on how to engage stakeholders in the transition planning process. Strategies are provided to help ensure youth with disabilities have the necessary supports as they transition from high school into post-school life.

Student Support - DCDT Fast Fact
Defines student support and provides recommendations for teachers, administrators, and families on strategies to support students as they move through the transition planning process. Resources for identifying student support needs and strategies are provided.

Work Study - DCDT Fast Fact
Defines work study for youth with disabilities and provides recommendations for teachers, administrators, and families on how to support youth with disabilities in participating in work study opportunities during high school.

Non-Academic Behaviors Associated with Post-School Success - DCDT Fast Fact This Fast Fact provides an analysis of the secondary transition qualitative and quantitative research literature to build constructs and lists of student non-academic behaviors associated with post-high school employment and education.

Inclusion into General Education - DCDT Fast Fact Defines inclusion in general education and provides recommendations for teachers and administrators on how to provide students with disabilities access to the general curriculum and how to engage students with disabilities in regular education classes with peers without disabilities.

Occupational Courses - DCDT Fast Fact Defines occupational courses and provides recommendations for teachers, administrators, and families on how to support youth with disabilities in exploring various career pathways and developing specific skills through instruction and experiences focused on their desired employment goals.

Community Experiences - DCDT Fast Fact Defines community experiences and provides recommendations for teachers, administrators, and families on how to support youth with disabilities in activities occurring outside of the school setting, supported with in-class instruction, where students apply academic, social, and/or general work behaviors and skills.

Parental Involvement - DCDT Fast Fact Defines parental involvement and provides recommendations for teachers, administrators, and families on how to engage families and ensure parents/families/guardians, are active and knowledgeable participants in all aspects of transition planning (e.g., decision-making, providing support, attending meetings, advocating for their child).

Call for Research - DCDT Fast Fact Provides recommendations to the field of special education for future research endeavors in secondary transition. Although these evidence-based practices and predictors have been identified based on high quality research, there continues to be need for rigorous research to identify additional secondary transition evidence-based practices and predictors of improved post-school success. Discusses need for high quality research in Group and/or single subject research as well as correlational research.

Independent Living - DCDT Fast Fact Defines independent living and provides recommendations for teachers, administrators, and families on how to support youth with disabilities in developing skills necessary for management of one’s personal self-care and daily living.

Vocational Education - DCDT Fast Fact Defines vocational education and provides recommendations for teachers, administrators, and families on how to support youth with disabilities in participating in a sequence of courses that will prepare students for a specific job or career.

Self-Determination - DCDT Fast Fact Defines self-determination and provides recommendations for teachers, administrators, and families on how to support youth with disabilities in making choices, solving problems, setting goals, evaluating options, taking initiative to reach one’s goals, and accepting consequences of one’s actions.

Age Appropriate Transition Assessment - DCDT Fast Fact Defines age-appropriate transition assessment and briefly discusses types of transition assessment (e.g., formal and informal), how to conduct assessments, and how to select instruments. Descriptions of what information assessments such as adaptive behavior scales and informal interviews can offer when planning for transition with students.

Transition Related Planning - DCDT Fast Fact Summarizes the promising practices that emerged through research for which secondary special educators should be responsible (cf. Kohler, 1998). These practices are organized according to the five categories in the Taxonomy for Transition Programming (Kohler, 1996) and form a foundation for transition related skill development for secondary special educators.  

Goal Setting For Transition Age Youth - DCDT Fast Fact Summarizes steps for teaching goal setting established by Wehmeyer and colleagues (2007). Includes benefits of teaching goal setting and the relationship of goal setting and self-determination. Describes the benefits of goal setting as well as describes aspects of self-determination that influence goal setting.

Exit Exam Highschool Diploma - DCDT Fast Fact 

Defines exit exam and high school diploma status, including essential program characteristics to support youth with disabilities in high school. Recommendations for teachers, administrators, and families are provided. 

Paid Work - DCDT Fast Fact

Defines paid work employment and work experience for youth with disabilities and provides recommendations for teachers, administrators, and families on how to support youth with disabilities in participating in full-time or part-time paid employment and work experiences during high school.

Social Skills - DCDT Fast Fact 

Defines social skills, including essential program characteristics to support youth with disabilities in high school. Recommendations for teachers, administrators, and families for providing social skills instruction to youth with disabilities are included.

Transition Program - DCDT Fast Fact

Defines transition programs, including essential program characteristics to support youth with disabilities in high school. Recommendations for teachers, administrators, and families related to providing comprehensive and quality transition programs to youth with disabilities are included. 

Program of Study - DCDT Fast Fact

Defines program of study, including essential program characteristics to support youth with disabilities in high school. Strategies  for teachers, administrators, and families related to evaluating and identifying programs of study that meet the needs of youth with disabilities are included.