About the authors

Colleen A. Thoma, Ph.D., is associate professor in the Department of Special Education and Disability Policy and Director of Doctoral Studies in the School of Education at Virginia Commonwealth University (VCU) in Richmond. Dr. Thoma's research interests include preparation of teachers to support self-determined transition planning, student-directed individualized education program development, and the impact of student self-determination on transition and academic outcomes.

Christina C. Bartholomew, Ph.D., works in the field of special education as an adjunct instructor at VCU and as an educational consultant. She has worked in the field with students with disabilities in both academic and employment settings. Dr. Bartholomew has worked on a statewide project promoting the instruction of self-determination skills in secondary settings and has created seminars and courses in the areas of secondary and transition programming, co-teaching and collaboration, instructional methods for individuals with intellectual disabilities, and trends and characteristics in special education.

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Q: The phrase "universal design for learning" (UDL) is familiar, but not "universal design for transition" (UDT); what exactly does that mean?

A: Universal Design for Transition (UDT) is a new concept that builds upon the principles of UDL and applies these principles to the transition process. UDT expands the characteristics of UDL to include multiple life/transition domains, multiple means of assessment, student self-determination, and multiple resources and perspectives in both academic instruction and transition planning. By applying the UDT approach, practitioners have a framework to form connections between academic and transition goals, and create a more seamless and student-driven transition process.

Q: What types of professionals or educators could benefit from applying the principles of UDT?

A: Any general education teacher, special education teacher, transition coordinator, administrator, and/or parent who is interested in 21st century instructional planning can benefit from reading and applying the methods of UDT. UDT focuses on preparing students for life after high school in multiple areas such as post-secondary education, employment, and community living. In addition, UDT supports individuals as they create academic and transition opportunities in the classroom and during the IEP process.

Q: "Universal" design suggests you apply the approach across the board, can you give an example of a teacher implementing UDT for the whole class?

A: UDT is an innovative way of thinking about transition. Classroom instruction and transition planning do not have to be two separate processes. UDT is an approach that supports teachers as they look at the big picture of transition planning. By applying the principles of UDT, teachers can involve all students in the learning process, collect valuable information about student learning and preferences, and create links between academic standards and transition concepts.

For example, an English teacher may assign a research report on animal rights. In trying to infuse UDT, the teacher may begin by inviting students to share examples they have seen in their neighborhood of animal cruelty. This helps the students relate the topic to their own experience. Recognizing the value of a real-life connection, the teacher may plan a field trip to the local SPCA where students can see firsthand the effects of mistreatment on animals. The trip into the community allows the teacher to present facts related to the assignment in an alternative fashion and also model for students how to take advantage of learning opportunities in the community.

Back in the classroom, the teacher encourages the students' use of other resources for their research, such as the Internet or the library. When it comes time for students to report their findings, the teacher invites them to demonstrate what they have learned through written reports or other, less-traditional alternatives such as PowerPoint presentations, oral reports, video reports, or drawings. To project what the students have learned about the treatment of animals into real-life possibilities, the teacher may conclude the lesson with a student-led discussion on the type of care they would take of their animals if they become pet owners one day.

Q: In your book, you profile the experience of new special educator LaRon Scott. Mr. Scott, what is the most dramatic difference you found between when you were trying to individualize instruction for each student and when you began applying the principles of UDT?

A [L.S.]: Easily, the most dramatic difference I found between individualizing instruction and applying the principles of Universal Design for Transition centered on planning time. Having to plan what seems to be a different lesson for each individual student can be very time consuming. With applying the principles of UDT, I was allowed to more commonly use ideas, equipment, technology, and other resources to benefit not just one student, but the majority. Yet by assuring that student self-determination and the big picture are part of the planning process, I don't sacrifice student needs, hopes, and dreams either.

Q: For educators who have not been applying UDT in their transition planning, what would you recommend as as first step they could take to begin transforming their approach?

A: Understanding your own practices is the first step in being able to apply new strategies and change; therefore, we would recommend that educators reflect on their current teaching practices and ask themselves such questions as:

• How do I support student self-determination?
• How do I collect assessment information? (Do I collect it in multiple ways ... across multiple sessions?)
• Who do I involve in the IEP planning process (student, parent, community?) ... and how do I involve them?
• How do I create links between academic goals and transition goals (Do I look for connections? Do I present in meaningful ways? Do I involve students?)

After reflecting on their practices, educators can begin to assess how they can involve students in their educational planning, engage students in multiple assessment opportunities as well as learning experiences, and/or involve multiple people in transition and academic planning.

Q: How did your own interest in universal design for transition develop?

A: In working with educators throughout the years, we have found that individuals continue to struggle with how to meet both the demands of academic standards and transition planning. These two responsibilities sometimes seem too separate to manage. We wanted to give teachers a framework from which they can begin to make connections between academic and transition responsibilities. Further, give them an approach that allowed them to involve students in educational and transition planning, as well as assessment practices. By applying a UDT approach, teachers can successfully reach students of all abilities and collect information along the way that can support individual students in planning and reaching their academic and transition goals.

Q: If you could make one sweeping change to the general practice of people doing transition planning, what would it be?

C.T.: Eliminate the myth that you can't do it all: provide effective academic instruction and facilitate successful transitions from school to adult lives for students with disabilities. A UDT approach can make it happen!

C.B.: I would make sure that as we plan for transition we are addressing student self-determination and involving multiple people and resources in an effective way. Graduation day is not the end result, it is only the beginning. Students must be prepared when they exit high school to lead productive lives, and to make decisions based on their own preferences and abililities. Our goal is not just to prepare students to leave school, but to give them the tools to be able to navigate life outside of the school's walls.

L.S.: The one change I would make to the general practice of transition planning would be to remind everyone to be open-minded about the possibilities of preparing our students for the future. I would like to see communities become more involved in the programming and system of working with students with disabilities.