Teaching Transition Self-Determination Knowledge and Skills Using the ME! Bell Ringers

Special education teachers report lack of time and a shortage of appropriate curricula as reasons impeding implementation of transition education in their classrooms. However, research indicates school and postschool outcomes of students with disabilities improve significantly with transition instru...

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Bibliographic Details
Published in:Career development and transition for exceptional individuals 2018-08, Vol.41 (3), p.185-189
Main Authors: Lingo, Mindy E., Williams-Diehm, Kendra L., Martin, James E., McConnell, Amber E.
Format: Article
Language:English
Subjects:
Advocacy
Case Method (Teaching Technique)
Consciousness Raising
Disabilities
Disability
Educational Resources
Individualized Education Programs
Metacognition
Self Advocacy
Self Determination
Shortages
Skill Development
Special Education
Teaching
Teaching Methods
Training Methods
Transitional Programs
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Summary:Special education teachers report lack of time and a shortage of appropriate curricula as reasons impeding implementation of transition education in their classrooms. However, research indicates school and postschool outcomes of students with disabilities improve significantly with transition instruction. The ME! Lessons for Teaching Self-Awareness and Self-Advocacy materials and activities were developed to teach students to understand their disability and abilities, rights and responsibilities, and self-advocacy skills, which are all critical self-determination components. This article details a time-efficient means to teach the essence of the ME! Lessons using ME! Bell Ringers, which include instruction in self-advocacy, student involvement in individualized education program (IEP), and disability awareness, using 10-min lessons that can be taught at the beginning of class in a daily or weekly format.
ISSN:2165-1434
2165-1442
DOI:10.1177/2165143417753582