Standard #3: This paper discusses planning and organizing the learning environment in order to meet the needs of an OHI student. This student has limited mobility, it is imperative to seat the student in a location that benefits both his academic and physical needs. There are many approaches to consider when planning and organizing instruction for any student. Educators must take into consideration the needs of each student before planning instruction. Proper preparation for instruction allows for the greatest success of all students.

Standard #3: This is a classroom layout plan for an elementary school classroom. I established working areas within the room. There is a place for intervention group work, whole class lessons, and seat work. I tried to design the classroom to allow for flow and designated spaces.

Standard #3: I wrote this paper on transition planning geared towards a student with Autism. When planning to any transition for a student with Autism (middle school, high school, work-force), it is important to ensure that the student's day consists of structure and routine. Transition planning for a student with autism takes much effort and preparation. The transition team must be creative in developing an individualized plan that addresses the desires of the student. A successful transition plan is one that keeps the student actively involved and prepares him/her for post-school success.

Standard #3: This paper discusses a plan for one of my case study students to transition from school life to adulthood and the workforce. When students with special needs enter the community it is important the student and his/her family is provided with information on supports and services outside of the school system. Transitions are a natural, yet unavoidable aspect of one’s life. Transitions can be difficult for many to adapt to, however, for an individual diagnosed with autism, transitions prove to be extremely complicated. The most prominent transition for an individual with a disability occurs when he/she leaves school for life in society as an adult. Proper planning for the transition from school to adulthood for an individual with autism is imperative for his/her future success. Career training for an individual begins in elementary school and develops as he/she progresses through life. The focus on career education strengthens as an individual enters high school. It is in high school where person centered programs, such as MAPs, should be developed in order to make a successful transition from school to adulthood and into the workforce.