UNIVERSAL DESIGN FOR TRANSITION | Transition Components | Multiple life domains | Focus is on the transition to a complete, integrated plan for life rather than on multiple, divided life segment |
Multiple means of assessment | Focus is on collecting an array of information about the student that provides holistic data upon which decisions are made. | ||
Individual self-determination | The student is the focus of the process, with his or her preferences and interests serving as the basis for transition services. The student is the causal agent. | ||
Multiple resources/perspectives | Transition planning and services are developed collaboratively, pooling resources (financial, human, and/or material), using natural supports and/or generic community services, as well as disability-specific ones. | ||
Universal Design for Learning | Multiple means of representation | Transition planning and services are developed so that they include materials, services, and instruction that include a range of methods. | |
Multiple means of engagement | Transition planning and services are developed to assure that there are multiple ways that students can be involved in the process. | ||
Multiple means of action and expression | Transition planning and services are developed to assure that students can communicate their preferences and interests, and demonstrate progress in multiple ways. |