Supporting Strong Transitions Remotely: Considerations and Complexities for Rural Communities During COVID-19. (December 2020)

• Record Type: Journal Article
• Authors: Rowe, Dawn A.; Carter, Erik; Gajjar, Shimul; Maves, Erin A.; Wall, Jennifer C.
• Is Part Of: Rural special education quarterly. Volume 39:Number 4(2020)
• Page Start: 220
• Page End: 232
• Publication Date: 2020-12
• Subjects: transition planning -- transition programs -- curriculum design -- rural special education; People with disabilities -- Education -- United States -- Periodicals; People with disabilities -- Education; United States; Éducation spéciale; Handicapé; Milieu rural; États-Unis; Electronic journals; Periodicals; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.90973
• DOI: 10.1177/8756870520958199
• Languages: English
• ISSNs: 8756-8705

Abstract

Transition education is a distinctive aspect of special education that extends well beyond the boundaries of the school building, engages partners from all corners of the local community, and addresses so many different life domains. In the midst of a pandemic, creative strategies are needed to equip students with the skills, knowledge, experiences, supports, and relationships that prepare them well for a future of flourishing in adulthood. In this article, we describe key features of high-quality transition education and illustrate some of the ways each area might be addressed remotely or at times when being present together is not possible. In addition, guidance is provided on how to ensure educators and service providers are well-prepared for their roles, as rural districts and communities seek ways to equip students and support their transitions using these new approaches.