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In Virginia, the age for secondary transition begins no later than the first IEP to be in effect when the student turns 14 years of age (Virginia Department of Education [VDOE], 2010). Although this is the required age for including secondary transition services in a student’s IEP, planning should begin much earlier.
Although not specified in federal regulations, transitions between levels require critically important planning as well. Transition demands at the level of elementary school differ significantly from those of middle school and even more so at the high school level. Development of SEL and self-determination skills beginning at an early age will support the success of each transition.
Self-Determination
Self-determination skills are “the skills and attitudes that enable [individuals] to make or cause things to happen in their lives” (Shogren et al., 2019, p. 3). These skills include choice making, decision making, problem solving, goal setting, planning, goal attainment, self-management, self-advocacy, self-awareness, and self-knowledge. Students with disabilities need explicit instruction in developing these skills and practice in using them as they move through school and into adult life.
VDOE funds the I’m Determined Project that houses a vast array of resources and sponsors yearly events to support educators, youth, and families in understanding and supporting self-determination development. To better understand the importance of self-determination skills, the following videos provide testimonies from educators and youth (I’m Determined, 2022).
Social Emotional Learning
SEL skills are also important for students with disabilities to experience success in school and beyond. The Collaborative for Academic, Social, and Emotional Learning (CASEL) defined SEL as:
...the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. (CASEL, 2022, para. 1)
These are the skills necessary for students to function effectively in their homes, schools, and communities and, eventually, to obtain and maintain employment. This link provides a video of educators describing the impact of SEL in their school community (CASEL, 2022).
VDOE adopted the CASEL definition of SEL and further identified their vision for this effort as:
The vision of social emotional learning in Virginia is to maximize the potential of all students and staff to become responsible, caring and reflective members of our diverse society by advancing equity, uplifting student voice, and infusing SEL into every part of the school experience. (VDOE, 2022, para.1)
To support this vision, VDOE has adopted guidance standards for students served in Virginia’s K12 public schools. The website outlines core competencies for SEL including self-awareness, self-management, social awareness, relationship skills, and decision-making. Additional resources are found at this site as well.
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