This section is organized according to the five categories of Kohler's 1996 Taxonomy for Transition Programming which is based on effective practices that have the goal of improving post-school outcomes and transition for students with disabilities. The categories and practices, which were identified from literature reviews, evaluations, metaevaluation, and concept mapping, are
Student-Focused Planning practices that use assessment information, student self-determination, and student postsecondary goals to develop Individual Educational Plans (IEPs).
Student Development practices that emphasize life, employment, and occupational skill development via school-based and work-based learning in addition to student assessments and accommodations.
Interagency Collaboration practices that facilitate involvement of community businesses, organizations, and agencies in transition education including interagency agreements that articulate roles, responsibilities, communications, and other strategies to foster collaboration and enhance curriculum and program development.
Program Structure practices that relate to efficient and effective delivery of transition-focused education and services including philosophy, planning, policy, evaluation, human resource development, and the structures and attributes of schools.
Family Involvement practices that increase the ability of family members to work effectively with educators and service providers in planning and delivering education and transition services.
Source: National Secondary Transition Technical Assistance Center. (2010, October). Cross-referencing the Taxonomy for Transition Programming with the NASET National Standards and Quality Indicators and the [NCWD/Youth] Guideposts for Success for Transition-Age Youth. Charlotte, NC: University of North Carolina Charlotte. Available at http://www.nsttac.org/sites/default/files/assets/pdf/pdf/capacity_building/CrosswalkTaxonomy.pdf
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