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Priscilla Harvell
Secondary and Speech/Language Specialist

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Question:

Ms. Harvell,

I have continually had difficulty with writing Transition objectives for my students who are 14+ years of age. I know I am supposed to write about course of study but really do not know how that would look. Are you able to help me with this?

Troubled RS Teacher

Answer:

Dear Troubled,

Thank you for asking for this information. This question comes up quite frequently as I encounter teachers during assessments and trainings.

To paraphrase the IDEA definition of course of study:

“The IEP must include, beginning at age 14 (or younger, if appropriate), a statement of transition service needs that focuses on the course of study, e.g., required, elective, Regional Occupational Program (ROP), and/or other educational experiences the student needs to help move him/her toward the desired post-high school goal(s).”

I would add that the IEP team takes into account the student’s interests and preferences when developing his/her transition service needs statement.  Through various activities, e.g., career field trips, discussions of interests and aptitudes and decision-making/problem-solving, you can help students develop positive work habits, appreciate all types of work and develop disability awareness.  These activities can become an integral part of your curriculum. 

Since you asked what a course of study goal and objective might look like, I have included an example for you to consider:

Goal:  Career exploration and transition planning relative to course of study

  • Obj. 1:  To understand interests, aptitudes, and preferences
  • Obj. 2:  To understand work, education, independent living, and community options
  • Obj. 3:  To specify transition services needed to participate in a desired course of study by no later than age 14

Possible activities:

  • Visits to vocational and technical schools
  • Complete interest inventories
  • Survey transition needs and preferences
  • Job shadowing
  • Money and budgeting
  • Self-determination and self-advocacy training
  • Career guidance

If you have students who express an interest in any particular subject matter, write an activity that will help him/her to explore that interest.  Take sports as an example.  So many of us have students that want to be a basketball, football, or baseball star.  Therefore, any activity that broadens his/her “reality” would be of value.  For example, consider having that student:

  • Instruct others in the rules, regulations and scoring of the game
  • Explore how one becomes a “football” star
  • Keep track and report the comparison between two players in pro football.

To learn more about Transition, check out the following resources:

Storms, J., O’Leary, E., & Williams, J. (2000).  The Individuals with Disabilities Education Act of 1997 Transition requirements:  A guide for states, districts, schools, universities and families.  Minneapolis, MN:  University of Minnesota, Institute on Community Integration.

Clark, G.M., & Patton, J.R. (1997).  Transition Planning Inventory.  Austin, TX:  PRO-ED.  http://www.proedinc.com/store/index.php?mode=product_detail&id=6805

UMASS EDUC 607 Career Development Course National Career
Provides grade level competencies from grades k-12 that can be used to develop your own goals and objectives.
http://www-unix.oit.umass.edu/~educ607/national%20career%20development%20guidelines.htm

 

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