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ERIC Number: EJ1128762
Record Type: Journal
Publication Date: 2017-Feb
Pages: 3
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-2165-1434
EISSN: N/A
Annotated Bibliography of Strategies for Infusing Transition Skills into Academic Instruction
Holzberg, Debra G.; Rusher, Dana E.
Career Development and Transition for Exceptional Individuals, v40 n1 p62-64 Feb 2017
Since 1990, transition planning has been a requirement under the Individuals with Disabilities Education Act (IDEA). Students receiving services under IDEA must have an individualized education program (IEP) with goals aligned to grade-level content standards. In addition, the IEP must ensure the student has the supports necessary, including specially designed instruction, to access the general curriculum (http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/guidance-on-fape-11-17-2015.pdf). In considering the importance of access to the general curriculum and the necessity of teaching transition skills, it is imperative academic and secondary transition skills are taught concurrently. This annotated bibliography focuses on strategies such as self-determination, writing strategies, and self-regulation for combining transition skill and academic skill instruction.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive; Reference Materials - Bibliographies
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Grant or Contract Numbers: N/A