Sophia Palajac Dr. Finn EDUC 333-01 October 12, 2018 Curriculum: The Transitions Curriculum Transition Area: Personal Management, Career Management, and Life Management Format: Workbook Contact/Ordering Information: James Stanfield Company P.O. Box 41058, Santa Barbara, CA 93140; (800)421-6534; maindesk@stanfield.com; Standfield.com ‘Learning characteristies of the student for whom this curriculum would be age and learning appropriate: This curriculum helps students develop a plan, choose a career, and begin 1 productive life. Its for students with high-ineidence disabilities who at the high school level. How the Transition Curriculum addresses the following transition needs: From the “personal management” volume students first learn how to appreciate that unique qualities they have. Secondly, they identify and pursue their goal, take steps to further their education, and {carn to advocate for themselves. In the “career management” volume, students learn about the different ways you can communicate with others. They also learn what steps they need to take to further their career and what qualities help you to be a successful employee. Also in this volume students learn how to become responsible community member. In the last volume, titled “life management” students lear how to maintain and value a healthy lifestyle. Then they learn about what it takes to live independently and also what it takes to care for a family. Other features of the Transition Curriculum: Provided in this curriculum are about three-hundred lessons for teachers and about six-hundred interactive worksheets for the students to use, These worksheets are an excellent assessment tool for teachers. It can also help students develop their goals and build a transition portfolio that they can use after they graduate from high school. Evidence/Research/ and Promising Practices: There is @ lot of research used to support why this type of curriculum is effective for students with high incidence disabilities. This curriculum references a variety of Evidence Based Practices. One of those evidence based practices that they used came from the article titled “Promoting Self-Determiination Skills in IEP Meetings” written by research Wendy M. Wood, Meagan Karvonen David W. Test, Diana Browder, and Bob Algozzine. In this article, it talks about the importance of allowing students develop their own IEP and transition goals. By allowing students to choose their own goals they lear self-determination which very useful skill to have as you get older and get ready to enter the workforce. According to these researches, self-determination helps student become better problem-solvers and decision-makers. Article Referenced: http://journals.sagepub.com/doi/pdf/10.1177/004005990403600301