Collaborative Strategies during Transition for Students with Disabilities

Overview & Synopsis

Empowering students with disabilities to remain physically active after graduation is often a struggle for physical educators. One reason for this is that physical educators are often left out of the transition-planning process. In order to be seen as a key member of the special education team, physical educators need to use the same instructional strategies, theories, and models as special educators. The Taxonomy for Transition Programming is a commonly used model in special education that helps individualized education program (IEP) teams to prepare students for life after high school. This article provides examples of how physical education teachers can collaborate in the transition process. Additional strategies for meeting the needs of students with low-incidence disabilities are also included. (Contains 1 figure and 4 tables.)