RESUME OF INCLUSIVE EDUCATION

“CREATING SUCCESSFUL TRANSITIONS TO INCLUSIVE SETTINGS”

By :
Fikrah Hafiz Suni
(19129017)

Lecturer :

Grahita Kusumastuti, M.Pd

FACULTY OF EDUCATION

UNIVERSITAS NEGERI PADANG

2021
A. Transitioning to General Education Classrooms
1. Understand Students’ Unique Abilities and Challenges
General education teachers can be giben information about students before
they are placed in inclusive settings. Families and students’ current teachers
can create a folder or technology based profile containing text, video, and
audio files, and photos that present students’ strengths, challenges, ability
level, social and behavioral skills, interest, to giude the team in developing a
program that will help students make to transition to inclusive settings.
2. Use Transenvironmental Programming
A four step transenvironmental programming model can serve as a framework
for developing a program to prepare students for success in inclusive settings.
The four steps are :
a. Environmental assessment, this assessment involves analyzing the
critical features of the new learning environment and the key skills
that affect students performance and interviewing teachers and
students.
b. Intervention and preparation. In this phase, a variety of teaching
strategies are used to prepare students tu succeed in the new learning
environment.
 Teach classroom and school procedures and
successful behavior
 Use preteaching
 Teach students to take on independent assignment
 Develop students’ organization skills
 Help students develop daily and weekly schedule
c. Generalization to the new setting. In generalization planning, we
should consider the students’ abilities, as well as the nature of
general education classroom, includong academic and social content,
activities, and teaching style.
We caan use a variety of strategies to plan for generalization,
offering many adult and peer models so that students see how the
skills or strategy is used appropriately in many different settings and
conditions. We can also teach for generalization by using several
 strategies to prepare students for the demands of the general
education classroom including changing the
 Types, amount, and frequence of reinforcement
 Directions and examples you give to students and the support
and cues you use to help students understand and follow them
 Resources, technologies and materials and response modes
used by students to complete learning activities.
 Groupings and locations in which student works
 Teachers and peers with whom students work.
d. Evaluation in the new environment

B. Transitioning to New Schools

1. Collaborate and Communicate with Professionals and Families
It is to identify the transitional skills that will be taught, develop a transition
time line, prepare students for the transition, determine effective instructional
strategies and supports, collect data on students’ performance, establish
communication procedures, and evaluate the transition process.
2. Adapt Transitional Models, adn Foster Collaboration Across Schools.
We can adapt models for helping students transition to schools and classes.
The model involve the following elements :
 Deciding on placement
 Approximating the new environment
 Leveling of academic skills
 Building skills
 Visiting the school
 Starting with small units of time
 Accompanying and advocating for the student
 Promoting social acceptance and academic success
 Opening lines of communications
 Scheduling follow-up
3. Offer Student and Family Orientations and Student Visiting, Shadowing, and
Mentoring Programs.
 Students and family orientation can be schedule at the new school to introduce
students and their family to their new school including the available academic
and supportive programs, student and extracurricular activities, policies and
procedures, and the proffesionals and the services they provide.

C. Transitioning Students From Culturally and Linguistically Diverse Backgrounds

1. Teach Cultural Norms
A transitional program for students from diverse backgrounds can teach them
the cultural norms and communication skills that guide social and academic
classroom life. We can help student learn different behaviors by : (a)
respecting and understanding their cultural perspectives; (b) explaining to the
students the new perspectives and the environmental conditions associated
with them; (c) using modeling, role playing, prompting, and scripting to teach
new behavior; (d) understanding that it may take some time for these student
to develop competence in the new culture.
2. Orient Student to The School
When the students arrive, give them a list of common school vocabulary
words and concept. We can also pair these students with a peer who can serve
as a host until they are acclimated. In addition, we can gibe students a tour of
the school and photos labeled with the names of important locations and
school personels.
3. Teach Basic Interpersonal Communication and Social Skills (BICS)
BICS can be taught using many strategies as follows :
 Modeling. It allows students to view language and social interaction
patterns.
 Role playing. It should take place in the environment in which the
behavior is to be used.
 Prompting. In prompting, students are taught to use the environment to
learn new skills.
 Scripting. We can show students the language and structure of social
interaction via scripts that present text of conversation that might
occur in a spesific settings.
4. Teach Cognitive Academic Language Proficiency Skills (CALP)
 CALP is taught by giving students techniques for understanding the important
vocabulary and concepts that guide instruction in inclusive settings.
5. Offer Newcomer Programs
To help immigrant students adjust, many schools develop newcomer
programs, which offer students academic and support services to help them
learn English and academic content, and make the transition to and succeed in
inclusive classrooms and society.

D. Transitioning from School to Adulthood

1. Develop a Summary of Performance (SOP), and Implement an Individualized
Transition Plan (ITP)
In designing SOP and ITP, planning team should use person/student centered
planning processes that focus on the strengths, preferences, and cultural and
gender related perspectives of students and their families. The process should
include the following :
 An assessment of students career goals and initerests, strengths,
dreams, in- dependence, social skills, hobbies, interpersonal relations
self-determination. decision-making skills, self advocacy, and
communication levels
 An assessment of students' current and desired skill levels, interests,
and challenges and their cultural and gender refated penpectives and
their families’ viewpoints regarding making the transition so
postsecondary edoca tion, employment, community participation,
and/or adult living
 An identification of transition placements and programs that match
assessment data
 An assessment of the new en ironment(s) to identify the physical
social, emotional, and cognitive skills necessary to perform effectively
in the new setting
 A list of the related services, functional supports, accommodations and
as- sistive devices that can affect success in the new environument(s),
as well as any potential barriers such as transportation problems
  A statement of and time lines for the goals and objectives of the
transitional program, including those related to student empowerment,
self-determination, self-advocacy, and decision-making skills
 A list of the academic, vocational, social, and adult living skills
necessary to achieve the transition goals
 A list of teaching strategies, approaches, materials, technologies,
accommo- dations, and experiences, as well as the supportive and
community-based services and supports necessary to achieve the stated
goals of the transi- tional program and link them to statewide leaning
standards
 A statement of each individual's and participating agency's role and
respon- sibilities, including interagency collaborations
 A description of the communication systems that will be used to share
information among professionals, among community agencies, and
between school and family members
 A system for evaluating the success of the transition program on a
regular basis
2. Prepare Students for Employment
Several models are available to address the difficulties that students with
disabilities and other special needs experiences in finding a job :
a. Competitive Employment
Young people who are leaving school need help in making the
transition to competitive and supported employment Competitive
employment involves working as a regular employee in an integrated
setting with coworkers who do not have disabilities and being paid at
least the minimum wage.
b. Supported Employment
Whereas some individuals with disabilities may find competitive
employment, many others, particularty those with signficant
disabilties, benefit from supported employment. Supported
employment provides ongoing assistance and services as individuals
learn how to obtain competitive employment, perform and hold a
job, tavel to and from work, interact with coworkers, work
 successfully in integrated community settings, and receive a salary
that reflects the prevailing wage rate.
c. Job Coach
Although the functions of the job coach depend on tfie supported
employment model, this person may perform many different
functions including assessing employment and vocational skills, and
offering job training and placement services. Once individuals are
placed on the job, the job coach also can help them leam how to
communicate and maintain social relationships with supervisors and
other employees, identify and implement job-related
accommodations, and evaluate and improve their job performance.
d. Career Education Programs
A good career education program should offer a range of services
and activities and begin in elementary school and occur throughout
school- ing to help all students make the transition to work and
postsecondary education
 Elementary School Years.
In elementary school, career education programs usually
focus on career awarerness, an understanding of the various
occupations and jobs available, the importance of work, and
an initial self-awareness of career interests. These programs
also introduce students to daily liying and social skills,
attitudes, values, and concepts related to work through
classroom jobs, homework, chores at home, money, and
hobbies.
 Middle School/Junior High Years
In this years career education programs usually focus on
career orientation, an identification of career interests through
practical experience and exposure to a variety of occupations.
 High School Years
In this years, careers education programs often focus on
career exploration, preparation, and placement.
 Functional Curriculum and Community Based Learning
 In a functional curriculum, goals and methods tailored to
individual students prepare them for a successful transition to
adult living, including living, working, and socializing in
their communities. Community based learning programs
include cooperative work education or work study programs,
where students may attend school and work part time to blend
their academic, functional and vacational skills development.
One type of inclusive communiy based learning program is
service learning, where all students perform and reflect on
experiental activities that foster their learning and benefit the
community.
3. Promote Students’ Participation in Leisure Activities
We can foster our students’s participation in leisure activities by exposing
them to a range of leisure activities and encouraging them to share their leisure
activities with others. Leisure education teaches students to function
independently during free time activities at school, at home, and in the
community.
4. Explore Postsecondary Education Opportunities
Postsecondary education transition program also should help students select
and apply to appropriate collage, which often entails frequent contacts and
visits to identify and understand the available academic, financial, aid, and
support programs as well as the admission requirements.

E. Developing Students’ Self Determination Skills

1. Teach Goal Setting and Problem Solving
Teaching students to become actively involved in setting and problem solving
ways to attain their educational, social-emotional, and transitional goals are
important aspects of helping them become self determined individuals.
Students will need to receive instruction in how to set and prioritize
reasonable, concrete, and specific goals, and establish strategies and time lines
for achieving them. To do this, you can help your students create, implement
and evaluate action plans to achieve their identified goals by teaching them to
a. Reflect on who they are ("Who am "What do I want "What things are
keep- ing me from achieving what I want?");
 b. Develop goal statements including desired behaviors and levels of
performance (e g., "What are my goals?");
c. Understand the dimensions associated with their goals ("What factors
do I need to consider in planning to achieve my goals?");
d. Identify possible steps for and barriers to achieving their goals (e g.
"What can I do to achieve my goals?" What are the best ways to
achieve my goals? What barriers are in my way and keep me from
achieving my goals?" "How can I re- move the barriers to achieving
my goals?),
e. Select the best actions to take and create and implement a plan for
attaining their goals (e.g., "How can I best achieve my goals "Who
can help me achieve my goals?" "When should I start my plan?), and
f. Evaluate their success at achieving their goals (e g., "Did I meet my
goa "Did I follow my plan?" "Did my actions help me achieve my
goals?" and "What should I do next?") (Devlin, 2008, Lee et al.,
2009).
2. Offer Choices
Goal setting is related to allowing students to make choices, which also can
promote self determination, independence, socialization, positive behavior,
amd improved academic performance. We can foster choice making by
teaching students how to make and express their choices and helping them
understand the consequences of their choices.
3. Foster Self Awareness
Self determined individuals are also sellf aware individuals who can identify
and express their preferences, strengths, and challenges and advocate for
themselves. One of effectivve strategies amd resources for fostering the self
awareness of student is by teaching them about disabilities, special education,
eccomodations, and federal and state laws, and having them identify what they
know about their individual differences and challenges, how their individual
differences and challenges affect them and their views of themselves, and
how they could use this information in the future.
4. Develop Self Advocacy and Leadership Skills
Students’ self advocacy and empowerment also can be fostered by teaching
them to use assertive communication strategies. These strategies include
 learning to (a) be calm and direct in expressing feelings and desires; (b)
employ “I statements”; (c) explain reactions to and feelings about others’
behavior; and (d) state preferences and ways to deal with future situations.
5. Promote Self Esteem
We can promote self esteeem by helping students understand the harmful
effects of low self esteem, and by structuring academic activities amd social
situations so that students succeed and reflect on the factors that help them to
be successful.
6. Provide Atribution Training
An internal locus of control can be fostered via attribution training, which
involves teaching students to analyze the events and actions that lead to
success and failure. Student who understand positive atributions recognize and
acknowledge that their succesful performance is due to effort “i spent a lot of
timr studying for this test”, ability “i am good at social studies”, and other
factors within themselves.
7. Provide Access to Positive Role Models
a. Affinity Support Groups
We can foster self determined by promoting positive group and
individual identities in students. Thid can be done by introducing
students to affinity support groups of peers with common traits.
b. Mentors
Mentoring programs match mentors and proteges on the basis of
shared streghths, interests, needs, goals, and personalities and
provide them with opportunities to have an ongoing, reciprocal one
to one relationship and shared experiences. Mentors serves as models
pf appropriate qualities and behaviors, teach and share knowledge,
listen to the thoughts and feeling of proteges.
8. Use Self Determination Curricula and Teaching Resources
Curricula and teaching resources to help students develop the attitudes,
knowledge, and skillls to act with self determination within the general
education curriculum also are available.