TransitionSkills Guidelines--Laurent Clerc National Deaf Education Center, Gallaudet University

Why did the Clerc Center develop the Transition Skills Guidelines?

Transition professionals and educators at the Clerc Center developed the Transition Skills Guidelines in response to the critical need for transition skills development expressed by parents, caregivers, teachers, and other professionals working in deaf education. This need was identified via a national input process conducted by Clerc Center. The result of this project was reported in How Public Input Shapes the Clerc Center’s Priorities: Identifying Critical Needs in Transition from School to Postsecondary Education and Employment (LeNard, 2001) a Sharing Results paper published by Clerc Center.

The Department of Labor Secretary’s Commission on Achieving Necessary Skills define in their report What Work Requires of Schools: A SCANS Report for America 2000 what skills young people need to succeed in the world of work:

basic literacy and computational skills, the thinking skills necessary to put knowledge to work, and personal qualities that make workers dedicated and trustworthy
ability to manage resources, to work amicably and productively with others, to acquire and use information, to master complex systems, and to work with a variety of technologies.

How was the Transition Skills Guidelines developed?

One of the critical needs in transition is the inclusion of transition skills development in the classroom and in a school’s curricular offering. To address this need, Clerc Center transition counselors, teachers, and administrators identified possible models and sources for a continuum of transition skills that could be used at Kendall Demonstration Elementary School (KDES) and the Model Secondary School for the Deaf (MSSD), the Demonstration Schools of the Clerc Center, as well as other schools and programs throughout the country.

Several sources served as references for the development of the Transition Skills Guidelines including the National Career Development Guidelines and the Secretary’s Commission on Achieving Necessary Skills (SCANS).

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Wondering how you can use the Transition Skills Guidelines? Here are some ideas….

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transition or guidance counselor…	Use the Transition Skills Guidelines to: monitor and record student transition progress. Gathering evidence of student progress for each of the standards provides a picture of a student’s transition development and areas needing additional support.
	identify where transition skill education occurs within your services.
	analyze where transition skills are infused throughout school programming.
classroom teacher…	Use the Transition Skills Guidelines to: identify transition knowledge and skills that can be integrated into your curriculum and classroom activities.
	identify those activities already a part of your curriculum and classroom activities that support student transition and independent living.
	make explicit the link between classroom learning and lifelong skills.
	document student progress and skill development for Individualized Education Programs (IEPs) and other progress reports.
developer of curriculum and classroom activities…	Use the Transition Skills Guidelines as: a framework for transition curriculum planning.
	a guide to incorporate transition skills into academic curriculum and programs.
parent…	Use the Transition Skills Guidelines to: explore your child’s transition development. Identify which knowledge and skills they are developing at school, at home, and in other activities.
	incorporate specific transition skills into family activities.
	advocate for your child’s transition needs during IEPs and other planning meetings.

The Transition Skills Guidelines:

PDF
(88 KB)

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STANDARD 1: Student demonstrates the skills necessary to advocate and empower for him/herself.
Topic	Grade K	Grade 1, 2, 3	Grade 4, 5	Grade 6, 7, 8	Grade 9	Grade 10	Grade 11	Grade 12
Self-Awareness	Identifies characteristics of self.	States positive traits and skills about self.	Identifies simple personal goals (academic, social, and career).	Identifies personal strengths and skills needed for family, school, and community success.	Links personal and academic skills to achieving personal, social, educational, and career goals.	Develops and implements a plan to strengthen skills needed for future goals .	Reflects on progress and updates plan to strengthen personal skills needed for future goals.	Implements and updates an always evolving postsecondary plan.


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