Secondary teachers face many challenges in balancing academic and transition priorities for students with extensive support needs. This panel will provide research-based strategies for designing instruction that addresses multiple priorities in literacy, science, and mathematics lessons. Learner Outcomes: (1) Participants will describe components of self-determination that have an impact on academic achievement for students with disabilities; (2) Participants will use transition-infused academic instruction to design IEPs and lessons that value student diversity; (3) Participants will identify research-based strategies for integrating transition and academic skill instruction across content areas
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etsu-works-4325 |
| Date | 18 January 2018 |
| Creators | Root, Jenny, Mims, Pamela J., Knight, Victoria |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Detected Language | English |
| Type | text |
| Source | ETSU Faculty Works |
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