This is the primary glossary for the site. It contains more than 1100 terms related to learning, secondary education, post-secondary education, employment, disability, and various aspects of pre-employment transition.
Practical experiential learning activities under institutional or organizational sponsorship, usually away from the classroom or campus -- associated most often with grades 10-16, and characterized as less formal and concentrated than professional internship programs. Definition provided by ERIC: Institution of Education Sciences
A philosophy which "drives" the way in which instruction is organized, delivered and evaluated in our schools. Its purposes are: (1) equipping all students with the knowledge, skills and competencies needed for future success in school, in the workplace and in advanced studies; and (2) establishing conditions in schools which maximize achievement and success for all students. Definition provided by Missouri Department of Elementary and Secondary Education, 1992
In connection with special education, the development and implementation of activities designed to prepare students with disabilities for postsecondary options, such as work, college, or supported living; transition activities are individualized and are typically designed to address skills or knowledge relevant to the students' postsecondary goals. Definition provided by Peabody Vanderbilt ISIS Center.
A coordinated set of activities for a child with a disability that:
Is designed to be within a results-orientated process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.
Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests.
Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation.
Includes appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills.
Includes transition services (including courses of study) needed to assist the child in reaching those goals.
Begins no later than the first IEP to be in effect when the child is 16 and updated annually thereafter.