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Whose Future Is It Anyway? is a transition planning process emphasizing student preferences, needs and interests. The curriculum provides opportunities for students with disabilities to explore issues of self-awareness and acquire problem-solving, decision-making, goal-setting, and small-group communication skills. The outcome of this process is that students learn how to be meaningfully involved in their transition planning process. The Whose Future Is It Anyway? curriculum is based on the conviction that: 1) students who are involved in planning for their future will more likely be full participants in the planned educational activities resulting from that plan; 2) students of all abilities can learn the skills to be involved; and 3) students who believe that their voice will be heard will be more likely participate in the planning process and ongoing educational decisions."

"In honor of the 2016 Division on Career Development and Transition (DCDT) in Myrtle Beach, SC we are making a draft version of our Early Steps to Self-Determination curriculum available for preview for a limited time. We hope you are all enjoying the beach, the sunsets and each other. We also hope you enjoy trying out the curriculum. We welcome any feedback that you have for us.  Click below to download."

"Students learn best when they are in environments in which they feel safe, supported, challenged, and accepted. Research shows that when schools and districts focus on improving school climate, students are more likely to engage in the curriculum, develop positive relationships, and demonstrate positive behaviors."

How can educators align transition goals with standards-based education? Addressing the individual needs of students with disabilities and successfully meeting academic standards for all students is challenging. Therefore, it is critical that innovative curricula emerge that combine standards-based academics with transition planning to facilitate access to general education, including multiple-outcome measures and learning supports (Kochhar-Bryant & Bassett, 2002). This website is all about enhancing transition outcomes by using technology. The Ohio State University developed a standards-driven computer-based curriculum for students with disabilities in grade 8-10. They emphasized 3 skills: reading competencies, information literacy skills, and career planning. This would be great for a special educator to read and adopt the standards that OSU developed. It is interesting to see what different states are doing in the field as we at times tend to stay in our own little bubbles.

The ATTO: Assistive Technology Resources website offers resources about assistive technology. There are six categories that the information is broken down into: Government, Education, Organizations, AT Products, Web Design, and AT Guides. It is a very user-friendly website and offers families, students, and educators a wealth of information about the latest news and uses of assistive technology. As a special educator I am particularly interested in assistive technology in the schools. Clicking on the Education link it takes you to a page that offers curriculum design for teachers and parents on using assistive technology in the classroom, as well as how to provide educational activities at home to encourage self-determination with children and adults with special learning needs. I could definitely use this when designing unit plans in the classroom for my students.

"Computational Thinking (CT) is a problem solving process that includes a number of characteristics and dispositions. CT is essential to the development of computer applications, but it can also be used to support problem solving across all disciplines, including the humanities, math, and science. Students who learn CT across the curriculum can begin to see a relationship between academic subjects, as well as between life inside and outside of the classroom."

"Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs."

"hen California's state legislature voted to provide one-time revenue in support of the implementation of the Common Core State Standards and the Smarter Balanced Assessment System during the 2013-14 school year, many school districts immediately used those fiscal resources to provide students with access to one-to-one technology as a part of their daily curriculum."

NASET has updated its very popular IEP Goals/Objectives App. This vastly updated application allows you to easily build a list of students, and for each one, choose & build a list of IEP Annual Goals, Short Term and Behavioral Objectives, that include Common Core State Standards (CCSS). For each behavioral objective, you are provided with the option to add a Mastery Level. The output of each student's list of Goals and Objectives can then be sent by email or text message. This App Allows You to: * Build a list of students and then save, edit, add, and/or delete selected Goals and Objectives that are unique for each student * Develop multiple Goals and Objectives for each student * Export the assembled annual goals, short term objectives and behavioral objectives for each student via email or text message * Plan certain significant components of each student's educational curriculum * Build an exportable list of enrichment experiences to enhance each student's development from a list of over 2,700 Suggested Activities What's New in this Version: * More than double the number of Annual Goals and Short Term Objectives from which to choose * Includes Common Core State Standards (CCSS) * Optional Mastery Level selections offered for each Behavioral Objective * Allows you to build a list of students and then save the selections of goals and objectives for each student * Easier to use the collected choices by including the student's first name in the final behavioral objectives list that you compile * More flexibility that allows you to add, delete and/or edit the selected goals and objectives

The expression, "It takes a village to raise a child," is never more true than when talking about a child with a disability. Young people with disabilities need a support system that recognizes their individual strengths, interests, fears, and dreams and allows them to take charge of their future. Parents, teachers, family members, and friends in the community who offer informal guidance, support, and love can create the "village" for every child.

"Learn the skills you need to teach the people you care about, work with, or live with about sexuality education. We have online training, curriculum, and live workshops to help staff, educators, direct support professionals navigate the topic of sexuality.  "

This article focuses on children with learning disabilities. This is a great resource to recomend to parents. This will help them to better understand how the school is going to meet the needs of their child. The article describes how AT can meet the needs throughout the enture curriculum such as reading, writing, math, etc... The article not only provides great information in a simple way but resources where to get more information. I would use this article when talking to parents about AT.

This webpage is an excellent resource as it demonstrates what organizations are doing at the college level to assist in transtion. It is helpful to see the message that Vanderbilt is delivering to it's students about transitioning from high school to adult life.

This article outlines the reality of what high school means to so many youth. It is a challenging time they not only are dealing with social challeges about coming of age but the realitity of soon high school is going to end and they are going to either need to get a job or go to school. Money contraints are often a factor. This article suggests a transition program that helps students prepare for after high school life. Transitioning from high school to adult life is a huge jump many students are not prepared. A lot of students face the harsh reality when they go to college but in college they often have a support system of the school to help them what about the students who are not planning on going to school. Having a transition program will help all children not just children with disabilities. If i were a high school teacher i would be pushing that to be part of my curriculum.

"It is important for students to have a voice in decisions about their transportation use, and the decisions that students and their families make about transportation mode must be aligned with students' preferences. Parents and educators may want to talk to students about their preferences, related to both social and sensory factors, to identify transportation options that best align with these personal interests."