Plotner, A. J., Mazzotti, V. L., Rose, C. A., & Carlson-Britting, K. B. (2016). Factors Associated with Enhanced Knowledge and Use of Secondary Transition Evidence-Based Practices. Teacher Education and Special Education, 39, 28-46.
https://doi.org/10.1177/0888406415599430

has been cited by the following article:

• TITLE: Development of an Online Professional Development Module to Support Special Educators in Implementing the Universal Design for Transition Framework

  AUTHORS: Colleen A. Thoma, Lauren Bruno, Jarrod Hobson, Joshua P. Taylor, LaRon A. Scott, Monica Grillo, Michelle Hicks, Regina H. Frazier

  KEYWORDS: Universal Design for Transition, Universal Design for Learning, Online Professional Development, Adult Learning, Linking Academics and Transition Education

  JOURNAL NAME: Creative Education, Vol.13 No.7, July 28, 2022

  ABSTRACT: There is a persistent demand for practical professional development for special educators that focuses on providing effective transition services while still maintaining academic standards for students with disabilities. This article describes the development of an online module professional development package that introduces special educators to the Universal Design for Transition (UDT) framework as a way of blending academic and transition instruction. This online professional development package was developed so that it could be used for both the preparation of pre-service special educators and to strengthen the skills of in-service professionals. Pre-service andin-service special educators learn about the components of the framework and use them to develop and refine their lesson planning process in an authentic, performance-based assessment process. Together, the module and hands-on practical application components of this online professional development package offer updated, effective practices special educators can implement in their classrooms.