"Designed within an outcome-oriented process"

An outcome oriented process is one which looks at results.  How are our graduates doing as adults.  The entire focus of the process is outcomes.  If graduates are employed, living independently, and would consider themselves as having satisfactory social relationships, we might consider the educational program which led to these outcomes as successful.  The person's education was a contributing factor in her success.

Transition causes a change in a teacher's thinking.  No longer does she simply teach a particular topic because it is part of the curriculum for that particular year.  She must consider the needs of the student as an adult.  She must both meet the general demands of the State Frameworks while simultaneously giving students the skills they will need to be successful adults.  

The teacher must continually ask herself, "Why does this student need to learn this?"

She must also think about the long term support needs of each student.  Will the student be a client of the Department of Rehabilitation most of his life, or will the student be collecting Social Security due to an inability to work?  What skills will the student need to be safe in the community?  How much time am I spending on the critical issue of social skills?  Are social skills a major component of my curriculum, or something which is simply "catch as catch can?"  These questions should challenge the teacher to develop an appropriate curriculum for each student.

You can email Dr. McNair at jmcnair@calbaptist.edu

Copyright Jeff McNair/jeffmcnair.com