Development of an Online Professional Development Module to Support Special Educators in Implementing the Universal Design for Transition Framework

Abstract

There is a persistent demand for practical professional development for special educators that focuses on providing effective transition services while still maintaining academic standards for students with disabilities. This article describes the development of an online module professional development package that introduces special educators to the Universal Design for Transition (UDT) framework as a way of blending academic and transition instruction. This online professional development package was developed so that it could be used for both the preparation of pre-service special educators and to strengthen the skills of in-service professionals. Pre-service and in-service special educators learn about the components of the framework and use them to develop and refine their lesson planning process in an authentic, performance-based assessment process. Together, the module and hands-on practical application components of this online professional development package offer updated, effective practices special educators can implement in their classrooms.

Supporting Positive Post-School Outcomes for Students With Disabilities in Rural Locations

“…Rural special educators reported that they were able to apply the information learned but requested more opportunities for collaboration via discussion boards and projects. Online training and resources can typically be accessed asynchronously, which allows educators to build it into their schedules, access the materials as needed, and build their toolboxes of resources (Thoma et al, 2022).…”

“…Looking specifically at supporting enrollment in postsecondary education, rural special educators should have access to training to gain a better understanding of potential paths for their students. Delivering these trainings remotely may increase access to a greater number of special educators (Thoma et al, 2022). Training should include information about inclusive postsecondary education for students with intellectual and developmental disabilities.…”

“…In addition, seeking out training or opportunities via universities could also be a way to bring accessible professional development to teachers. For example, Thoma et al (2022) developed online modules focused on supporting educators use of a Universal Design for Transition Framework. Courtade et al (2017) found the use of online courses, virtual coaching, and online professional learning communities allowed rural special educators to not feel professional isolation and offered more opportunities for collaboration as they accessed a 3-year professional development program.…”