This document consists of a large student manual and a small 17-page "Coach's Guide" that has the same main title. The program covered is designed to help students with mild cognitive and developmental, disabilities to participate in the transition planning process.
All children are capable of extraordinary things. There is no happiness gene, no success gene, and no ‘doer of extraordinary things’ gene. The potential for happiness and greatness lies in all of them, and will mean different things to different kids. We can’t change that they will face challenges along the way. What we can do is give them the skills so these challenges are never able to break them. We can build their resilience.
Transitioning, or moving, to new places, people and activities is something we do many times during the day. However, change can be overwhelming and seem unpredictable for your child, especially when she is not ready to move on to the next place or activity.
All children and young adults require support from caregivers during times of stress and uncertainty, such as those we faced with the spread of the coronavirus (COVID-19).
Research continues to demonstrate the link between positive and proactive classroom practices and desired student outcomes. Further, in the absence of positive and proactive practices, students are more likely to experience exclusionary discipline (e.g., suspensions, expulsions), lost instruction, and poor outcomes associated with a negative overall trajectory. In short, supporting and responding to students’ social, emotional, behavioral, and academic needs is critical to student success.
