Special education high school teachers are responsible for teaching content and transition skills necessary to promote independence after high school. They collaborate with students, their families, case managers from outside agencies, community members for community-based instruction, and the IEP team. They must have knowledge of the services and local programs available for adults with disabilities. In addition, teachers make many ethical and legal decisions when writing and implementing transition plans, making referrals and handling confidentiality issues.
Allocate at least 2 hours in the field to support this field experience.
Observe and collaborate with a high school, Grades 9-12, special education teacher who supports students in transitioning to the postsecondary environment. Interview the teacher to learn more about their role by discussing:
- How the teacher learns about the local day programs and services available for adults with disabilities in their community.
- The teacher’s interactions with local agencies who provide adult services.
- Ethical and legal decisions regarding referral, providing information to families, and sharing any information with state or local agencies (i.e., FERPA, authorization to release information, WIOA services and regulations).
- Collaboration with team members, students, families, and outside agencies for the development of a transition plan and the implementation of transition services.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
In 250-500 words, summarize and reflect upon your conversations, observations, and instructional experiences. Explain how you will use your findings in your future professional practice. Review the “Collaboration with Families and Outside Agencies” and describe how the answers from the teachers in the video differed from your mentor teacher in regard to collaboration. In addition, discuss how the collaborative role of the special education teacher demonstrates a dedication to “serving others in ways that promote human flourishing” as described in the GCU Statement on the Integration of Faith and Work.
APA format is not required, but solid academic writing is expected.