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Using the content in the IRIS Module to inform your reflection, answer the following 4 questions.
Addresses all competencies:
Competency A1: Use information from a variety of transition assessments to inform student-centered transition and career development planning.
Competency A2: Develop student-centered transition IEPs that ensure student voice in goals, processes, and outcomes.
Competency B: Design student-centered curriculum, instruction, assessments, related activities, and accommodations that facilitate the movement toward identified post-secondary goals
Competency C: Collaborate with stakeholders to insure and increase effective transition services, activities, supports, and outcomes for individuals with disabilities and their families.
Competency D: Actively involve all families with sensitivity and responsiveness to the familyâ€™s cultural, linguistic and socioeconomic makeup throughout the transition decision making and implementation process.
Competency E: Knowledge of program structures that use evidence-informed practices and research to establish effective programs and services.
- What is secondary transition?
- Why is it important for school personnel to help students plan for post-school transitions?
- List and describe the five components of the Taxonomy for Transition Programing.
- Explain why self-determination is important for students with disabilities.