101 Transition Activities for the
Classroom
101 Transition Activities for the
Classroom
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101 Transition Activities for the
Classroom has been developed by the
Special Education Cooperative
Transition Team to assist teacher efforts
in bringing transition to their daily
classroom activities. It was designed to
promote student thought toward postsecondary adult life through daily
classroom activities.
101 Transition Activities for the
Classroom
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This document provides transitionbased topics in five focus areas: SelfDetermination/Self-Advocacy, IGP
(Individual Graduation Plan), Career
Exploration, Community, and Resources.
It is intended to serve as a basis for
student centered transition planning
and implementation.
Contributing Team Members
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Carol Sturgill Cooksey
Ogie M. Slone
LeAnn Marksberry
Sally Miracle
Clatis Walker
Norm Terry
Kathy Eversole
Big East Special Education Cooperative
Big East Special Education Cooperative
Caveland Educational Support Center
Central Kentucky Special Education Cooperative
Central Kentucky Special Education Cooperative
Jefferson County Public Schools
Upper Cumberland Special Education Cooperative
Carol Detmer
Shelia Holloway
Lesa Hibbs
Tammy Williams
Terrie Ralston
Jan Richards
Northern Kentucky Special Education Cooperative
Ohio Valley Educational Cooperative
River Region Special Education Cooperative
West Kentucky Special Education Cooperative
Wilderness Trail Special Education Cooperative
Kentucky Department of Education
Self-Determination
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Learner Goals 3 and 4 (Self Sufficiency and Group Membership)
POS -Academic Expectations 2.29, 2.31, 2.32 (Positive interaction in
groups, Individual well-being and healthy relationships, Accept
responsibility, Mental and Emotional Health)
KCCT – Practical Living/Vocational Studies
KCCT - P.L. - 1.1.1 - 1.1.3 – Positive interaction that contribute to mental
and emotional well-being
KCCT – P.L. - 1.2.1, - 1.2.3 – Issues concerning well-being and healthy
relationships.
KCCT – P.L. – 1.5.1 - 1.5.4 – Benefits of exercise and fitness
KCCT – P.L. – 1.6.1 – 1.6.4 – Major cause of injury or death
KCCT – P.L. – 1.7.1 – 1.7.4 – Choices and habits of mental and emotional
health
KCCT – P.L. – 1.8.1 – 1.8.4 – Strategies for remaining mentally and
emotionally healthy
Transition Activity #1
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Self Determination/Self Advocacy
Activity: Students interview one of the
following types of people. (Politician,
Preacher, Teacher, Professional, Worker)
Student then describes personal lives, social
activities, early and later goals in life of those
interviewed.
Transition Activity #2
Self Determination/Self Advocacy
Activity: Share the results of the interview from
Activity #1. Discuss these questions:
1.
Which of the lifestyles do you want for
yourself?
2.
What are characteristics of that lifestyle that
appeal to you?
3.
What does your lifestyle say about you?
Transition Activity #3
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Self Determination/Self Advocacy
Activity: Have each student write 5
positive things about every student in
the class on separate sheets of paper.
Review with individual student to help
build self concept and self esteem.
Transition Activity #4
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Self Determination/Self Advocacy
Activity: Read the Dr. Suess book, Oh,
The Places You’ll Go (Examine the
various places life may take you.)
Transition Activity #5
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Self Determination/Self Advocacy
Activity: Facilitate a classroom discussion of
the difference in “Wants and Needs.” After
discussion, have student generate a
T chart of 5 “needs” and 5 “wants.” (This list
will later be used in developing goals.)
Transition Activity #6
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Self Determination/Self Advocacy
Activity: From your list of wants,
develop 3 goals. (Goal setting)
Transition Activity #7
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Self Determination/ Self Advocacy
Activity: Choose one of the goals,
prioritize a list of activities to be done to
achieve the goal. (How to prioritize)
Transition Activity #8
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Self Determination/Self Advocacy
Activity: Develop a plan for monitoring
the activities from the previous goal.
(Monitoring progress)
Transition Activity #9
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Self Determination/Self Advocacy
Activity: Divide class into 2 groups and
allow 5 minutes to generate a list of
activities we use to self manage.
(grocery lists, to do lists, calendars)
Group with most activities wins.
(Teaches self management skills)
Transition Activity #10
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Self Determination/ Self Advocacy
Activity: Partner with another student
and verbally sequence the plan for their
day’s activities. (Teaches planning and
self management)
Transition Activity #11
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Self Determination/ Self Advocacy
Activity: Give each student a blank sheet of paper. Each student then stands
and closes their eyes. Have student follow directions.
1. Fold sheet in half.
2. Tear off bottom right corner.
3. Fold in half again
4. Tear off left top corner
5. Tear bottom right corner
6. Fold in half again.
7. Tear off top right corner.
Everyone unfolds their paper. Each should be the same, but all are different. WHY?
(Importance of active listening)
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Transition Activity #12
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Self Determination/ Self Advocacy
Activity: Partner with another student. While
one student sits on his/her hands, the other
student tells the story of his/her previous day.
The listener must display appropriate
listening behaviors, i.e., nodding, eye contact,
gestures with appropriate verbal feedback,
etc. (Active listening)
Transition Activity #13
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Self Determination/ Self Advocacy
Activity: Volunteering
KWL – Discuss: What do you know
about volunteering? What would you
like to know about volunteering? Each
student decides on a volunteer activity
to do in the next week.
Transition Activity #14
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Self Determination/Self Advocacy
Activity: Question the teacher/principal
Students formulate questions to obtain
information relating to that individual’s
personal career choices. (Learning to
ask the “right”questions)
Transition Activity #15
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Self Determination/ Self Advocacy
Activity: Round Robin for Health
Each student names one way to improve or
stay healthy as we go around the room taking
turns. For each one named, the student gets
1 point. Tally scores at end.(Why health is
important)
Transition Activity #16
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Self Determination/ Self Advocacy
Activity: Divide into small groups and
discuss what is known about health
insurance. After a 5 minute discussion
in the small group, share with the large
group while teacher charts responses.
Transition Activity #17
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Self Determination/ Self Advocacy
Activity: Who’s Important???
Each student will make a list of 5 most
important people in their lives. This list
must include identifying information.
(Begins Address Book or Reference List)
Transition Activity #18
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Self Determination/ Self Advocacy
Activity: Personal Strengths and
Limitations – Each student needs to
recognize 3 strengths and 3 limitations.
Write on separate index cards.
Transition Activity #19
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Self Determination/ Self Advocacy
Activity: Limitations – Conference with
individual student (may partner
students together) on ways to
overcome or compensate the identified
limitations.
Transition Activity #20
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Self Determination/ Self Advocacy
Activity: Charades
Write various emotions on pieces of
paper. Each student draws and acts out
that emotion. (Effect of non-verbal
behavior)
Transition Activity #21
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Self Determination/ Self Advocacy
Activity: Group students in groups of 3.
Students in the group discuss their own
disability and how it affects them. Then
each student talks about the
accommodations that work best for
him/her.
Community
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Learner Goal 4 (Responsible member of group or society)
POS – Academic Expectations 2.33, 2.34, 2.35, 2.14, 2.16, 2.17
(Physical movement in a variety of settings, Culture and Society,
Government, Evaluating and Using services)
KCCT – Practical Living/Vocation Studies
KCCT – PL - 2.2.1 – 2.2.3 – Regular involvement in physical
activities (social and
physical benefits)
KCCT – PL - 2.3.1- 2.3.2 – Rules of fair behavior, fair play and
cooperation
KCCT – PL – 3.1.1 – 3.1.5 –Accessing and assessing consumer
information
KCCT – PL –3.2.1 – Determine personal needs and resources
KCCT – PL – 3.3.1 –3.3.3 – Rely on services and resources
Transition Activity #22
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Community
Activity: Each student consults a family
member about their hobbies. Have a
“Show and Tell” about the various
hobbies identified.
Transition Activity #23
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Community
Activity: Have each student interview 2
community leaders.
Transition Activity #24
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Community
Activity: Identify adults they respect by
job titles.
Transition Activity #25
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Community
Activity: With a partner identify 3 skills
needed to participate in community
activities.
Transition Activity #26
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Community
Activity: Have each student draw a
map of their community.
Transition Activity #27
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Community
Activity: RACE – Divide into 2 or 3
teams. Allow 5 minutes to brainstorm
all the jobs within their community.
Team with most jobs is the winner.
Transition Activity #28
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Community
Activity: Divide into groups and write a
song about a community place, person
or people.
Transition Activity #29
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Community
Activity: Make a list of people in your
community you might ask to help you
find a job.
Transition Activity #30
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Community
Activity: Divide class into 2 groups. One
group makes a list of things needed for daily
living (i.e., stamps, bread, milk, towels, gas,
medicine, etc.) The other group makes a list
of places in the community. Then make a
match game.
Transition Activity #31
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Community
Activity: Write a community activity on
an index card. Partner with another
student and draw one card. Each pair
discusses appropriate dress for that
activity.
Transition Activity #32
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Community
Activity: Each student develops a daily
menu demonstrating a well balanced
diet. Each student then swaps with
another student to evaluate work.
Discussion should be about the
importance of daily nutrition.
Transition Activity #33
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Community
Activity: Each student makes a list of 3
leisure activities he/she enjoys. Each
student then chooses one activity and
shares with another student the
preparation needed to participate in
that activity.
Transition Activity #34
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Community
Activity: Divide the class into 2 or 3
groups. Each group then makes a
diagram of government officials (i.e.,
local, state and federal) demonstrating
the top official down.
Transition Activity #35
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Community
Activity: Game of places. Write names
of places in the community on pieces of
paper. Each student draws one and has
to give a verbal description of that
place. Student who guesses it goes
next.
Transition Activity #36
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Community
Activity: Yellow Pages – Make a list of
services that one would need. Students
use phone book to locate the name and
number of service providers in their
community.
Transition Activity #37
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Community
Activity: Divide class into 3 groups and
have them brainstorm community
services or activities that are paid for
with tax dollars.
Transition Activity #38
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Community
Activity: Invite a community leader to
visit the classroom.
Transition Activity #39
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Community
Activity: Stump the panel – Have 3 people
volunteer to be a community expert panel.
The audience then tries to stump the panel
by asking questions about
community/government services and their
location. (court house, bank, jail, pharmacy,
grocery, etc)
Transition Activity #40
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Community
Activity: Role Play – Each student assume
the role of a “community helper”. (nurse,
doctor, policeman, fireman, mailman, etc.)
While portraying this person, other students
may ask questions about this type of job.
(Research required)
Individual Graduation Plan
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Learner Goals 3, 4, 5 and 6 (Self sufficiency, Group member, Think and integrate, Problem solve)
POS – Academic Expectation 2.36, 2.37, 2.38 (Career exploration and development of work habits) A.E.
1.11 (Writing to communicate ideas and information) A.E. 1.2 (Making sense of materials they read) A.E.
1.5-1.9 (Using mathematical ideas and procedures)
KCCT – Reading – Sub-domain 4 (Practical/Workplace)
KCCT - RD-E-4.0.6 – 4.0.10
KCCT - RD-M-4.0.11-4.0.14
KCCT - RD-H-4.0.8-4.0.13
KCCT – Writing – All sub-domains (Reflective, Personal, Literary, Transactive)
KCCT – WR -1.1 – 1.4
KCCT – Mathematics – Relationships
KCCT - MA-1.3.1-1.3.4
KCCT - MA-3.3.1-3.3.4
KCCT - MA-4.3.1-4.3.2
KCCT - MA-M/H-2.3.1-2.3.4
KCCT - MA-H-4.3.1-4.3.5
KCCT- Practical Living/Vocational Studies
KCCT - PL-4.1.1–4.1.4 -Jobs/Careers reflect individual and societal needs
KCCT - PL-4.2.1-4.2.4 -Factors when selecting/preparing for employment
KCCT - PL-4.3.1-4.3.2 -Positive and negative work habits
KCCT - PL-4.4.1-4.4.3 -Skills for future school/workplace
KCCT - PL-4.5.1-4.5.2 -Special skills for postsecondary opportunities
Transition Activity #41
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IGP
Activity: Assign the students to discuss
three jobs they are interested in for a
career with a partner.
Transition Activity #42
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IGP
Activity: Develop a Three Column Chart for
each Career Cluster with headings –
“Careers”, “Skills” and “Courses” on each.
Assign students to transfer their career
choices onto a Post It note (one for each
career) and place it on the related
Career Cluster chart.
Transition Activity #43
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IGP
Activity: Divide students into Career Cluster
groups according to their career choices.
Assign the groups to brainstorm 10 or more
skills needed for the Career Cluster, and
place/write them under the “Skills” section of
the Career Cluster chart.
Transition Activity #44
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IGP
Activity: Assign students to complete a
Learning Styles Inventory (ex: CITE).
Transition Activity #45
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IGP
Activity: For a journal activity, assign
students to explain a minimum of 3
ways their Learning Style fits their
career choices.
Transition Activity #46
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IGP
Activity: Invite high school counselor to
discuss course requirements with the
students.
Transition Activity #47
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IGP
Activity: Obtain copies of the high school
catalog. Assign Career Cluster groups to
examine the high school catalog to locate
course offerings that are beneficial to the
cluster and place/write them on the ThreeColumn chart labeled, “Courses.”
Transition Activity #48
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IGP
Activity: Assign students to individually
determine the courses they will need to
take for their own personal career
choice.
Transition Activity #49
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IGP
Activity: Assign student to compare the
list of courses from the Career Cluster
group with a partner .
Transition Activity #50
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IGP
Activity: Students are to individually
determine if they need to add more
courses to their own lists and how
different their list is to the chart created
by the group.
Transition Activity #51
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IGP
Activity: For a journal entry, assign
students to respond to the question –
”Why do I read, what do I read, and
how often do I read?”
Transition Activity #52
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IGP
Activity: Using copies of their transcripts
and/or progress reports, assign
students to chart their reading grades,
test scores, etc.
Transition Activity #53
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IGP
Activity: Direct the students to analyze
what the information from their charts
says about their reading ability.
Transition Activity #54
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IGP
Activity: Assign students to their Career
Cluster groups. They then take turns
sharing how reading will help their
employability.
Transition Activity #55
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IGP
Activity: For a journal entry, assign
students to respond to the question,
“When and how is math important in
my life?”
Transition Activity #56
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IGP
Activity: Using copies of their
transcripts and/or progress reports,
assign students to chart their math
grades, test scores, etc.
Transition Activity #57
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IGP
Activity: Direct students to analyze
what the information from their charts
says about their math ability.
Transition Activity #58
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IGP
Activity: Assign each student to use a
high school course planning sheet and a
course catalog to decide the courses
they will take in high school.
Transition Activity #59
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IGP
Activity: Assign each Career Cluster
group to research places of employment
in the community that match the Career
Cluster (Resources – Voc. Rehab,
Chamber of Commerce, Employment
Office, Internet, etc)
Transition Activity #60
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IGP
Activity: Assign students to create a
tracking chart keeping up with their
own high school activities.
(clubs/organization, recognitions,
honors, work experience, etc.)
Transition Activity #61
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IGP
Activity: Assign students to list their
hobbies.
Transition Activity #62
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IGP
Activity: For a journal entry, instruct
students to respond to this questions,
“Do my hobbies have a correlation to
my Career Cluster choice?”
Transition Activity #63
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IGP
Activity: Culminating Activity – Each Career
Cluster group or students individually create a
brochure highlighting the information
gathered from The 3 Column Chart, The
Community Research, etc. to share with
others OR each student completes his/her
IGP.
Career Exploration
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Learner Goals 3, 4, 5 and 6 (Self sufficiency, Group member,
Think and Integrate, Problem solve)
POS -Academic Expectations 2.36 (Strategies for choosing and
preparing for career)
KCCT – Practical Living/Vocational Studies
KCCT – PL –4.1.1-4.1.4 – Jobs/careers reflect individual and
societal needs
KCCT – PL - 4.2.1-4.2.4 – Factors for selecting/preparing for
careers
KCCT – PL – 4.3.1-4.3.2- Positive and negative work habits
KCCT – PL – 4.4.1-4.4.3 –Special skills for postsecondary
education
Transition Activity #64
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Career Exploration
Activity: Research and discuss careers in
Agriculture:
What education is necessary?
How many are employed in this field?
What is the projected growth?
What is the average salary?
Is this an area of interest?
Transition Activity #65
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Career Exploration
Activity: Research and discuss careers in
Communication:
What education is necessary?
How many are employed in this field?
What is the projected growth?
What is the average salary?
Is this an area of interest?
Transition Activity #66
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Career Exploration
Activity: Research and discuss careers in
Health Science:
What education is necessary?
How many are employed in this field?
What is the projected growth?
What is the average salary?
Is this an area of interest?
Transition Activity #67
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Career Exploration
Activity: Research and discuss careers in
Public Service
What education is necessary?
How many are employed in this field?
What is the projected growth?
What is the average salary?
Is this an area of interest?
Transition Activity #68
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Career Exploration
Activity: Research and discuss careers in Arts
& Humanities:
What education is necessary?
How many are employed in this field?
What is the projected growth?
What is the average salary?
Is this an area of interest?
Transition Activity #69
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Career Exploration
Activity: Research and discuss careers in
Construction:
What education is necessary?
How many are employed in this field?
What is the projected growth?
What is the average salary?
Is this an area of interest?
Transition Activity #70
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Career Exploration
Activity: Research and discuss careers in
Human Services:
What education is necessary?
How many are employed in this field?
What is the projected growth?
What is the average salary?
Is this an area of interest?
Transition Activity #71
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Career Exploration
Activity: Research and discuss careers in
Science & Mathematics:
What education is necessary?
How many are employed in this field?
What is the projected growth?
What is the average salary?
Is this an area of interest?
Transition Activity #72
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Career Exploration
Activity: Research and discuss careers in
Education:
What education is necessary?
How many are employed in this field?
What is the projected growth?
What is the average salary?
Is this an area of interest?
Transition Activity #73
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Career Exploration
Activity: Research and discuss careers in
Information Technology:
What education is necessary?
How many are employed in this field?
What is the projected growth?
What is the average salary?
Is this an area of interest?
Transition Activity #74
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Career Exploration
Activity: Research and discuss careers in
Social Sciences:
What education is necessary?
How many are employed in this field?
What is the projected growth?
What is the average salary?
Is this an area of interest?
Transition Activity #75
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Career Exploration
Activity: Research and discuss careers in
Business & Marketing:
What education is necessary?
How many are employed in this field?
What is the projected growth?
What is the average salary?
Is this an area of interest?
Transition Activity #76
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Career Exploration
Activity: Research and discuss careers in
Manufacturing:
What education is necessary?
How many are employed in this field?
What is the projected growth?
What is the average salary?
Is this an area of interest?
Transition Activity #77
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Career Exploration
Activity: Research and discuss careers in
Transportation:
What education is necessary?
How many are employed in this field?
What is the projected growth?
What is the average salary?
Is this an area of interest?
Transition Activity #78
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Career Exploration
Identify your top three areas of career
interest.
What is the related career cluster for each
area of interest?
Transition Activity #79
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Career Exploration
What career possibilities do you see based on
your present skills and interests, your likes
and dislikes?
Transition Activity #80
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Career Exploration
How much time are you willing and able to
spend in further education or training?
Transition Activity #81
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Career Exploration
Identify personal strengths that you possess
and how these strengths will help in your
chosen career.
Transition Activity #82
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Career Exploration
Develop a career goal from the information
that you currently possess about the world of
work.
Transition Activity #83
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Career Exploration
Discuss your ideal career based on your
current abilities and knowledge of the world
of work.
Transition Activity #84
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Career Exploration
Identify five skills that you will need in order
to be successful in your chosen career field.
Resources
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Learner Goals 3, 4, 5, and 6 (Self sufficiency, Group member, Think and
Integrate, Problem solve)
POS -Academic Expectations 2.16, 2.17, 2.18, 2.30, 2.33 (Observe, analyze and
interpret behaviors, social grouping and institutions, Interact and work
cooperatively with groups, Understand economic principles, Evaluate consumer
products and services, Use services and resources available in community)
KCCT - Practical Living/Vocational Studies - Consumerism
KCCT – PL – 3.1.1 – 3.1.5 –Accessing and assessing consumer information
KCCT – PL –3.2.1 – Determine personal needs and resources
KCCT – PL – 3.3.1 –3.3.3 – Rely on services and resources
KCCT – Social Studies – Culture and Society
KCCT – SS –2.1.1 – Culture
KCCT – SS – 2.2.1 – Culture addresses human needs
KCCT – SS – 2.3.1 – Social institutions
KCCT – SS – 3.1.1-3.1.3 – Economic problems between wants and limited
resources
Transition Activity #85
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Resources
Activity: Divide into 2-3 groups and
identify people or resources that are
available to assist graduates and
individuals after high school.
Transition Activity #86
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Resources
Activity: Invite someone from the local
Health Dept to visit class and inform of
services available.
Transition Activity #87
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Resources
Activity: Social Security – Discuss what
it is and how people use it.
Transition Activity #88
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Resources
Activity: Provide out handout from
Appendix E in Transition Guide.
Facilitate a discussion of the difference
in IDEA and ADA.
Transition Activity #89
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Resources
Activity: Discuss the Department of
Vocational Rehabilitation. Possible
activities: Invite Rehab Counselor, Web
search, Brochure discussion
Transition Activity #90
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Resources
Activity: Internet Resources – Visit the
www.kycares.net website and facilitate
use of the site for local services.
Transition Activity #91
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Resources
Activity: Invite someone from Kentucky
Supported Living to visit class. (502564-7702)
Transition Activity #92
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Resources
Activity: Have each student choose one
of their goals from Activity #6. Identify
outside resources that would be helpful
in attaining this goal.
Transition Activity #93
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Resources
Activity: Personal resources – Using the
same goal from previous Activity (#92)
identify personal resources for attaining
that goal.
Transition Activity #94
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Resources
Activity: Transfer of Rights – Discuss
the pros and cons of being 18.
Generate lists of privileges and
responsibilities.
Transition Activity #95
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Resources
Activity: Divide class into groups and
have each group do a web search to
identify agencies that support persons
with disabilities. The team with the
most identified agencies wins.
Transition Activity #96
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Resources
Activity: Each team from previous
activity (#95) chooses one agency or
resource. The team then researches
services provided by that agency.
Transition Activity #97
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Resources
Activity: Each group reports their
finding from previous activity (#96) to
the group.
Transition Activity #98
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Resources
Activity: Have representative from local
community college visit class.
Transition Activity #99
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Resources
Activity: Have representative from
vocational/technical school visit class.
Transition Activity #100
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Resources
Activity: Have Disability Coordinator
from nearby college or university visit
the class.
Transition Activity # 101
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Resources
Activity: Draw a map of Kentucky on paper
or poster board. Write the names of all the
Comprehensive Care Centers on pieces of
paper. Each student takes one and gathers
demographic information. Each student then
places that center on the map.