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A Universal Design for Transition approach builds on the principles of universal design for learning.
A Universal Design for Transition approach builds on the principles of universal design for learning.
UDT assures that secondary-aged students with disabilities receive instruction that prepares them academically and functionally for their transition to a preferred adult lifestyle.
UDT expands the concepts of barrier-free methods and design to include its application to the design, delivery, and assessment of educational services related to the transition from school to post-school for students with disabilities. Be sure to consider students' cultural values are considered in transition assessments, preferences, and needs. Culture must be included in the students' transition plan.
Essential characteristics of UDL are also essential characteristics of UDT. UDT requires that additional characteristics are included to match the approach to evidence-based practices for transition services.
Additional UDT Characteristics:
Multiple Life Domains
Multiple Means of Assessment
Student Self-Determination
Multiple Resources/
Perspectives
There are seven core components to Universal Design for Transition.
Multiple Transition Domains,
Self-Determination,
Multiple Means of Assessment,
Multiple Means of Representation,
Multiple Means of Engagement,
Multiple Means of Expression, and
Multiple Resources and Perspectives.
Now that you have a basic understanding of UDT, let’s examine the core components in more detail…..
List out some authentic tasks: what do people do in their jobs? Homes? College? Recreation activity?
What other skills do you need to be a successful adult? (collaboration, negotiation, independence, problem-solving, advocacy, technology)
How can those skills be linked to academics?
Thoma, Bartholomew, Tamura, Scott, & Terpstra (2008)
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