All special educators who teach secondary students will be required to create tr

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All special educators who teach secondary students will be required to create transition plans that are meaningful and appropriate for the student. Transition plans go one step further than the IEP by adding specific goals and services that will help the student be successful after graduation in future education and training, in the community, and/or in the work force. Being able to write an effective transition plan is a legal requirement for high school special education teachers.
In addition, IDEA requires that IEP teams conduct ongoing, varying transition assessments to collect relevant, meaningful data on a student’s interests, preferences, skills, and abilities. These assessments help to write the students post-secondary goals that will inevitably drive the transition plan. One valuable assessment tool that can be used for students with mild or moderate disabilities is a student interview.
Allocate at least 2 hours in a special education/inclusive classroom with students Grades 6-12 to support this field experience.
Meet with a certified special education teacher in a secondary school (Grades 6-12) setting and collaborate with them to create a student interview that you could use at your school and within your special education department to work with students on transition.
The student interview should be a minimum of 12-15 questions, and must include questions related to, but not limited to:
Student interests and preferences – These questions should target both interests and preferences in the high school setting and outside of school. Consider questions that address their favorite classes, extracurricular involvement, social opportunities, and independent recreation time.
Student career choice – The question should allow for multiple career choices as well as explanations of why.
Any work or volunteer experience.
Independent living skills – Cooking, cleaning, hygiene, transportation.
Student’s environmental preferences – Do they have an indoor or outdoor preference, crowds of people, smell or sound sensitivities?
Technology use – Student’s ability and preferences when utilizing technology for socialization and daily living.
If possible, participate with the mentor teacher in implementing the survey interview with one student, a group of students, or a classroom of students. This may be done as practice or guided for an official assessment tool to assist the mentor in completing the transition component of the student’s IEP. Review the responses from one student and work with your mentor on how the responses align to that student’s transition plan. If you were not able to implement the survey, discuss with your mentor how possible responses may affect the development of a student’s transition plan.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
After completing your field experience, in 250-500 words, summarize and reflect on your experience implementing the survey. How did you tailor your interview questions to be appropriate for the grade you selected? How did you incorporate feedback from your mentor when developing your interview questions? Describe how the interview may be more insightful than other forms of assessments for creating the transition component of the IEP.  How could you extend this interview into an instructional lesson? Furthermore, how could you help support the student to feel confident in sharing their transition goals in the IEP and why should this be a goal to help the student obtain?
Support your reflection with a minimum of one scholarly resource.
While APA format is not required for this assignment, solid academic writing is expected. Any in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

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