The main goal of the ULS transition curriculum is to create a realistic atmosphere of skill learning that will be needed when exiting the school setting and entering the work setting and living with optimal independence. This curriculum is designed primarily for students with significant disabilities who are beyond the 12th grade or who have met high school requirements and now require intensive training that will lead to adult living. There are two types of materials are offered in the program: Core Materials and Monthly Topics. The Core Materials remain the same throughout the year. The Monthly Topics contain new information each month. Tasks are identified by instructional targets which align to content standards and are set up with three levels of student differentiation. Tasks may be addressed to meet high school course requirements if needed. These instructional targets are the natural extension of the grade level instructional targets that are addressed in the Unique Learning System.
Transition Instructional Targets:
• Build word recognition within daily living and vocational materials
• Understand and apply vocabulary related to community, daily living and vocational situations.
• Locate and use information from various sources to achieve a purpose.
• Engage in print materials for pleasure.
• Produce purposeful writing documents that follow conventional styles.
• Complete written forms related to life and job skills.
• Use appropriate conventions in writing (e.g., spelling, grammar, punctuation).
• Effectively ask and respond to questions within community, daily living and vocational activities.
• Demonstrate expressive skills to effectively participate in a social exchange.
• Apply use of numbers in real-life situations, including basic computations.
• Apply and manage use of money in the context of real-world situations.
• Apply and manage use of time in the context of real-world situations.
• Solve and apply measurement processes in the context of a daily living activity.
• Demonstrate basic employability skills, including work, social and hygiene habits.
• Demonstrate effective self advocacy skills to maximize independence in home, community and employment.
• Identify rights and responsibilities of citizens, including opportunities for civic participation.
• Explore community resources for personal, vocational and daily living supports.
• Participate in conversations related to current event topics of the community and beyond.
• Recognize and apply appropriate health habits and practices including: nutrition, fitness and health care.
• Identify weather conditions and make decisions in regard to appropriate activity, dress and safety.
• Responsibly use sources of energy and technology involving heat, light and/or electricity.
• Create a solution to a problem when given a budget, time frame, and materials