transition

Adaptive Skills Transition Plan

Directions: You are Thalia’s special education teacher, and you are long-term planning for Thalia as she progresses through the continuum of education (early, primary, and secondary environments) and transitions into adult life.

Student Name: Thalia

Adaptive Skills Summary (In 2-3 sentences, summarize the primary adaptive skills the student will need to transition from early to primary school, primary to secondary school, and secondary school to adult working life.)

Assessments (List at least three assessments, one for early/primary, one for secondary, and one that could be for transition planning that could be used in the ongoing evaluation of adaptive skills. Include a discussion of the specific data/information you would expect to learn from each assessment.

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Adaptive Skills Goals (List an adaptive skills goal for each level below. For each goal, include a rationaleand explain how the goal will be assessed.

Elementary School Adaptive Skills Goal:

Rationale for Goal Selection:

How Goal Will be Assessed:

Middle School Adaptive Skills Goal:

Rationale for Goal Selection:

How Goal Will be Assessed:

High School Adaptive Skills Goal:

Rationale for Goal Selection:

How Goal Will be Assessed:

Reflection: In 250 words, reflect on the following:

· Discuss valid, reliable, non-biased assessment practices that can be used to identify the unique adaptive behavior needs of individuals with autism spectrum disorders and how these can be used in transition planning.

· Explain why it is important to plan for all levels of growth for students into adult life. Include a discussion of the role that families and teachers play in planning and supporting students in attaining the specified goals.

References:

© 2021. Grand Canyon University. All Rights Reserved.

© 2021. Grand Canyon University. All Rights Reserved.

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