Strategies High School Teachers Use that Work!

By Carolyn Hughes, Ph.D., & Erik W. Carter, M.Ed.

Carolyn Hughes and Erik Carter had a quest — to turn groundbreaking transition research into high school practice. So they went looking for practical strategies, based on the latest research, that secondary school teachers could actually use with students who have disabilities, who are at risk for failure, or who need additional support making the transition from high school to adult life.

In this handbook, the authors compile what they found — over 500 research-based, teacher-tested, transition support strategies that have been proven to work by leading researchers, educators, and practitioners. Full of options for tailoring approaches to individual students' needs and preferences, these strategies help develop supports in the school, at work, and in the community while they increase students' social competence.

Teachers, employment specialists, families, and students themselves will love the handbook's easy-to-use, menu style format that lets them turn to the relevant strategies they need without having to read the entire book. Photocopiable checklists and observational forms are included throughout to help them immediately apply strategies. Perfect for training special educational teachers and for guiding IEP teams, this user-friendly resource enables teachers and families to become interactive partners with their students as they help them make a successful transition from high school to adult life.

About the Authors
Foreword byPaul Wehman
Preface: A New Day Is Dawning
Acknowledgments

SECTION I: Introduction to The Transition Handbook

1. Why a Handbook of Transition Support Strategies?
   1-1 Need for a Model of Support That Works
   
   1.1.1 Life After High School
   1.1.2 Transition Support Models
   1.1.3 Purpose of a Transition Support Model
   1.1.4 Lack of Research on Transition Support Strategies
   1.1.5 A Research-Based and Teacher-Tested Support Model: The Transition Handbook
   

   1-2 Overview of The Transition Handbook
   

   1.2.1 Who Should Use The Transition Handbook?
   1.2.2 Why Should You Use The Transition Handbook?
   1.2.3 What is The Transition Handbook?
   1.2.4 What's "New" About The Transition Handbook?
   

   1-3 Why a "Handbook?"
   

   1.3.1 The Research-to-Practice Gap
   1.3.2 Bridging the Gap: An Interactive Model of Program Development
   1.3.3 The Transition Handbook: An Interactive Model
   

   1-4 Developing The Transition Handbook
   

   1.4.1 Identifying Research-Based Transition Support Strategies
   1.4.2 Field-Testing the Strategies with Researchers
   1.4.3 Field-Testing the Strategies with Teachers
   1.4.4 Compiling the Strategies into The Transition Handbook
   

   1-5 Summary

   
   

2. How to Use The Transition Handbook
   2-1 What We Did
   
   2.1.1 Participating in an Interactive Research Process
   2.1.2 Sharing the Support Strategies
   

   2-2 How We Organized The Transition Handbook
   

   2.2.1 Choosing a Layout
   2.2.2 Choosing an Organization
   

   2-3 How You Can Use The Transition Handbook
   

   2.3.1 Finding the "Right" Support Strategy
   2.3.2 Finding Your Way Through Chapters 3-9
   

   2-4 Getting Started
   

SECTION II: Strategies for Developing Support in the Environment

3. Strategies That Promote Social Acceptance
   3-1 Communicating an Attitude of Acceptance
   
   3.1.1 Collaborating with Employers and Co-Workers
   3.1.2 Collaborating with Students, Parents, Teachers, and Community Agencies
   

   3-2: Promoting Diversity Awareness
   

   3.2.1: Providing Information about Students
   3.2.2: Stressing Students' Strengths
   3.2.3: Encouraging Community Involvement
   3.2.4: Using Technology and Media to Increase Public Support and Awareness
   

   3-3: Teaching Skills That Support Acceptance
   

   3.3.1: Teaching Skills to Students
   3.3.2: Teaching Skills to Others
   

   3-4: Increasing Students' Social Participation
   

   3.4.1: At School
   3.4.2: At Work and in the Community
   

   
   

4. Strategies for Increasing Environmental Support
   4-1: Conducting Site Visits and Observations
   
   4.1.1: Conducting Environmental Assessments
   4.1.2: Observing Students' Performance
   

   4-2: Communicating Environmental Support Needs
   

   4.2.1: To Parents, Teachers, Community Agencies, and Others
   4.2.2: Interviewing Parents and Important Others
   

   4-3: Developing Environmental Support Plans
   

   4.3.1: Developing Individual Environmental Support Plans
   4.3.2: Incorporating Environmental Supports into Instruction
   

   4-4: Gaining Access to Existing Environmental Supports
   

   4.4.1: Gaining Access to Support Services
   4.4.2: Establishing Interagency Collaboration
   

   4-5: Modifying the Environment
   

   4.5.1: Providing Needed Materials
   4.5.2: Making Environmental Modifications
   

   
   

5. Strategies for Increasing Social Support
   5-1: Conducting Site Visits and Observations
   
   5.1.1: Conducting Social Support Assessments
   5.1.2: Observing Students' Interactions
   

   5-2: Communicating Social Support Needs
   

   5.2.1: To Parents, Teachers, Community Agencies, and Others
   5.2.2: Collaborating with Students, Parents, and Important Others
   

   5-3: Developing Social Support Plans
   

   5.3.1: Developing Individual Social Support Plans
   5.3.2: Incorporating Social Supports into Instruction
   

   5-4: Gaining Access to Existing Social Support
   

   5.4.1: In the Community and at School
   5.4.2: Among Individuals
   

SECTION III: Strategies for Increasing Students' Competence

6. Strategies for Identifying and Promoting Students' Strengths
   6-1: Observing and Collecting Data
   
   6.1.1: Observing Students' Performance
   6.1.2: Collecting Data and Reviewing Students' Evaluations
   

   6-2: Assessing Students' Strengths and Needs
   

   6.2.1: Using Informal Assessment Methods
   6.2.2: Using Formal Assessment Methods
   

   6-3: Communicating Students' Strengths and Needs
   

   6.3.1: Collaborating with Parents, Teachers, and Others
   6.3.2: Interviewing Students and Others
   

   6-4: Teaching Skills that Need Strengthening
   

   6.4.1: Teaching New Skills
   6.4.2: Incorporating New Skills into Daily Life
   

   
   

7. Strategies for Teaching Self-Determination
   7-1: Promoting Students' Self-Determination
   
   7.1.1: Educating Students About Self-Determination
   7.1.2: Collaborating With Peers, Parents, and Others
   

   7-2: Teaching Self-Management and Self-Determination Skills
   

   7.2.1: Teaching Self-Management
   7.2.2: Teaching Students to Use Self-Instruction
   7.2.3: Teaching Students to Use Permanent Prompts
   7.2.4: Teaching Students to Use Self-Monitoring and Self-Reinforcement
   

   7-3: Incorporating Self-Determination Into Daily Living
   

   7.3.1: Managing Everyday Living
   7.3.2: Providing Opportunities for Self-Determination
   

   
   

8. Strategies for Increasing Students' Choice and Decision Making
   8-1: Identifying Students' Opportunities for Choice and Decision Making
   
   8.1.1: Observing Students' Choices
   8.1.2: Collecting Data on Students' Choices
   8.1.3: Assessing Students' Choices and Preferences
   

   8-2: Collaborating to Increase Students' Choice and Decision Making
   

   8.2.1: Communicating With Parents, Teachers, and Others
   8.2.2: Involving Students in the Inidividualized Education Program Process
   

   8-3: Teaching and Increasing Students' Choice and Decision Making
   

   8.3.1: Teaching Choice and Decision Making
   8.3.2: Increasing Students' Choice and Decision Making
   

   
   

9. Strategies That Promote Social Interaction
   9-1 Increasing Students' Social Interactions
   
   9.1.1: In General Education Classes
   9.1.2: In Extracurricular Activities
   9.1.3: At Work and in the Community
   

   9-2: Promoting Peer Involvement
   

   9.2.1: In-School Activities
   9.2.2: By "Peer Buddies" and Co-Workers
   

   9-3: Increasing Opportunities for Social Interaction
   

   9.3.1: Modifying Environments and Curricula
   9.4.2: Collaborating with Others to Promote Social Interaction
   

   9-4: Teaching Social Interaction Skills
   

   9.4.1: Using Direct Instruction
   9.4.2: Using Role-Playing and Problem-Solving
   9.4.3: Peer-Delivered Social Skills Programs
   

SECTION IV: Epilogue

10. Epilogue

APPENDIX

Blank Forms
Resources

Index of Support Strategies
Index of Student Skills