DSRS9062 Transition from School to Adult Life for Students with Disabilities

Text “High School Transition that Works” (from Uni Bools)
Units 4.5
Class Contact 17.5 hours including weekly online lecture, online forum activity, and independent study.
Enrolment not permitted If EDSP9016 has been successfully completed
Assessment Independent and group assignments; online quizes and forum participation
Topic Description This topic will address the process of transition from school to adult life for students with disabilities. Conceptual models and planning and service delivery approaches relevant to transition planning will be addressed. Emphasis will also be given to the broad social and policy issues that arise in connection with the process of transition, including the meaning of adulthood and self-determination for individuals with on-going support needs, and the roles and responsibilities of educational and adult service agencies in promoting and facilitating meaningful lifestyle outcomes.
Educational Aims The aim of this topic is to provide an opportunity for students to :

  • Explore the issues facing young people with disabilities as they transition into adult life.
  • Examine some models, strategies and approaches to planning aimed at supporting effective transition from school to adult life
  •  Assess ttransition planning in light of Disability Standards and Person Centred Practice
Expected Learning Outcomes On completion of this topic, students will be expected to be able to:LO1: Demonstrate an understanding of the issues facing young people with disabilities, their families and support networks as they transition into adult life

LO2: Explain the importance of self-determination and how acquiring skills in this area may aid the transition process.

LO3: Identify the roles/responsibilities of students, families and schools in the transition planning process

LO4: Demonstrate understanding of exemplary approaches to transition planning in order to adapt learning experiences and teaching strategies for students with disabilities.

LO5: Communicate transition principles and processes to relevant community members (e.g. parents, teachers, services) and articulate strategies f