Transition Lesson

Welcome back! So far, I have talked a little about the history of transitions for students with disabilities and the need for assessments. However, I have not yet provided any specific activity. Today, I will remedy that issue.

First, I want to express that various skills create the concept of self-determination. However, for this activity, I am focusing on self-knowledge, which is accepted as one skill that assists with developing self-determination (Burke et al., 2018). Now I will move on to the activity.

I recently completed this lesson with my students. You will need a video camera, or I suppose you could use a phone. I like a video camera and a tripod because it provides the use of technology that is not familiar to all students. I also like that I can use an SD card. Surprisingly, most of my students had never held a video camera.

The project's name is "What makes you, you?"

First, the students get with partners or groups and explore the camera(s). I have three that I obtained from a grant. Next, the students talk to each other about their lives and why they are interested in what they are doing now, and why they are doing it. This gets tricky because most students ask "what" questions, such as "What is your favorite color?" So, when I hear this type of question, I usually go to the student who answered the question and asked them why they chose that specific color. You may have to press to get more insightful answers. The students move on to film each other while asking questions they had discussed and, hopefully, move to more in-depth questions. The students film and talk to each other for three consecutive days, although on the third day, they have the option to go outside the classroom to create their video. I then take the SD cards and put them in my computer. If students want them shared with the class, I share them, but only for those that ask me to show it to everyone. I finish the project at this point, although some teachers would probably like to have them write what they learned about themselves and others. I don't get into it because this lesson will lead to another about self-advocacy, accommodations, and leading Individualized Educational Program (IEP) meetings where they are required to show who they are in different formats.

Hint: You may want to use what you find as part of your transition assessments.

My findings:

1. Students at this age connect who they are to material objects, such as cars, and what might be considered prestigious activities, such as being a starter on the football team.

2. Today's students have difficulty having conversations. This may be a side-effect of the number of available technological devices, but from what I have noticed, it seems to stunt relationships. It is interesting to note how many students do not look each other in the eyes while talking.

Here are some of the pitfalls that might occur.

1. Students perseverate on the video camera.

2. Students complain about being on video.

3. The silliness that takes away from the project (some levity may be part of the student's persona and be acceptable).

That is it for now. If you use this lesson, please let me know how it goes, what you discover, and what your students discover. As well, if you have any questions, please leave a comment. Also, I plan to post every couple of days, so if you have any specific activities or areas related to transition, please let me know in the comments box.

Neal Lieberman Ph.D. Student