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Transition Planning: For Students With Disabilities & Their Parents

The transition process begins by age 14 and involves the student, parents, teachers, and other professionals collaborating to set goals and identify needed instruction, experiences, and services to achieve those goals related to academics, employment, and adult living.

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86 views

Transition Planning: For Students With Disabilities & Their Parents

The transition process begins by age 14 and involves the student, parents, teachers, and other professionals collaborating to set goals and identify needed instruction, experiences, and services to achieve those goals related to academics, employment, and adult living.

Uploaded by

awriez
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Transition

Planning

for Students with Disabilities & their Parents


Charlottesville City Schools
Office of Career Assessment, Planning
& Placement
WHAT ARE TRANSITION SERVICES?

Transition Services are defined in the Individuals with Disabilities Act (IDEA) as
“…a coordinated set of activities for a student that promotes movement from school
to post-school activities, including:
• Post-secondary education
• Vocational training
• Integrated employment
• Continuing and adult education
• Adult services
• Independent living and
• Community participation.”
Transition services are “based upon the individual student’s needs, taking into
account the student’s preferences and interests, and shall include:
• Instruction
• Community experiences
• The development of employment and other post-school adult living objectives
• Acquisition of daily living skills and
• Functional vocational evaluation.”

WHEN DOES TRANSITION PLANNING TAKE


PLACE?
Planning occurs annually within the Individual Education Plan
(IEP) beginning at age 14, or younger if appropriate.

WHO MAY NEED TRANSITION SERVICES?


Students with disabilities may require services and
supports to provide a smooth transition from school to
employment, post-secondary education, adult and
independent living. As a part of the IEP process a
student’s goals and skills are reviewed. Linkages are
made to other agencies that may assist the student in
reaching identified goals.
WHO SHOULD PARTICIPATE IN TRANSITION PLANNING?
Since transition planning is student-centered, it is important that the student
participate in the IEP. Other team members may include the parent(s), special
education and general education teachers, a career/technical instructor, career
assessment specialist, guidance counselor, agencies providing adult services (e.g.,
Department of Rehabilitative Services (DRS), Department of Social Services, Juvenile
Justice, etc.). Working together, opportunities can be created for career, self-
advocacy, interpersonal, and living skills essential for the successful transition from
school to work and adult living.

HOW DOES THE TRANSITION PPROCESS WORK?

MIDDLE SCHOOL

As early as middle school, the IEP team may begin to develop educational and
transition plans that will be reviewed each year. Both the student and parents may
be asked to complete surveys to determine future goals. The student will review
future goals with the team. Together they will determine specialized instruction,
supports, and community experiences needed to move the student toward those
goals. A referral process will be initiated for students who qualify for postsecondary
adult services.

It is important to make students aware that they are the primary stakeholders in the
transition process. To become active participants, students in middle school may
need some or all of the following:

Self-Advocacy Instruction
Career Exploration and Career Awareness Activities
Career Interest Inventories and Assessments to Determine:
Strengths and Weaknesses
Study Skills to Prepare for SOL tests
Social/Coping Skills
HIGH SCHOOL

Since students with disabilities are primary


stakeholders in the transition process, efforts are
made to empower them to actively participate.
Students continue to take inventory of their skills
and identify their academic and career interests.
Students become aware of the gaps in their
performance which may become barriers to meeting their stated goals. Students are
encouraged to achieve their maximum potential; however, they should develop
realistic goals. With appropriate supports and accomodations in place, they are more
likely to be successful.

To accomplish this task, while in high school, students with disabilities need:

Continued Study Skills Training


Career Assessment, Exploration and Counseling
Social/Coping Skills Training
Vocational/Technical Training
Work Readiness Skills Training
Supervised Work Experience
Self-Advocacy Instruction
Driver’s Education
GED Preparation*
SAT Preparation*
Postsecondary Education/Rehabilitation Training (PERT)*
Transitional Job Placement Services*
Supported Employment*
Job Placement Services*
Community-based Instruction
For selected students based upon assessed need and eligibility

Referrals may be made to agencies providing adult services such as:


Department of Rehabilitative Services (DRS)
Region Ten Community Services Board
Social Security Administration
Social Services
WorkSoruce Enterprises, Inc. and other community-based organizations

Through the IEP process, transition planning can connect student to appropriate
adult services providers. As students with disabilities complete high school,
continued and/or additional supports and services may be necessary to ensure that
future goals are met. The supports and services will vary according to the specific
goals and individual needs.
POST SECONDARY

EDUCATION
Current psychological and educational testing and
documentation of accomodations required in the
IEP may be helpful in determining eligibility for
participation in educational opportunities such as:

Adult Education
Vocational/Technical Training
Apprenticeship
Community College
Four Year College or University

For eligible individuals, tuition assistance, personal care assistance and instructional
and testing accomodations are available.
EMPLOYMENT
For eligible individuals, services are available to assist in obtaining and maintaining
employment:

Full-time Competitive Employment


Part-time Competitive Employment
Part-time Supported Employment

These services may include career counseling, job


training, job placement and follow-up, as well as sheltered
and supported employment.

INDEPENDENT LIVING
For eligible individuals who need on-going support,
services to encourage and support independent living are available:

Self-Advocacy
Independent Living
Supervised Living
Transportation Support
Financial Assistance
Daily Living Activities
Leisure/Recreation
They may include financial assistance (Social Security Insurance), medical
assistance (Medicaid), personal care assistance, and supervised independent living.
WHAT SUPPPORT CAN FAMILY MEMBERS PROVIDE?
MODEL GOOD WORK BEHAVIORS:
Taking pride in work
Interacting with supervisors
Dressing appropriately for the job
Being on time

PROMOTE INDEPENDENT LIVING SKILLS:


Taking responsibility for chores
Practicing good grooming
Developing communication skills
Preparing meals
Learning banking skills

ENCOURAGE WORK ACTIVITIES:


Assigning chores at home
Developing hobbies & recreational activities
Finding neighborhood jobs
Volunteering in community

EXPLORE CAREERS:
Explaining family occupations
Interviewing neighbors and relatives
Participating in job shadowing

ENCOURAGE SELF ADVOCACY:


Encouraging student to participate in his/her IEP meeting
Including student in decision making activities
Having student explain his/her disability and needed
accomodations
Suggested Web Sites:
Virginia Department of Education, Office of For More Information Contact:
Special Education Office of Career Assessment, Planning &
www.pen.k12.va.us/VDOE/sped/transition Placement
Charlottesville City Schools
Center for Change in Transition Services 1400 Melbourne Road
http://depts.washington.edu/ccts/trans Charlottesville, VA 22901
(434)245-2634 FAX (434)245-2610
IDEA Practices
www.ideapractices.org/law/regulations

TransitionLink: Supporting Transition-Age Youth with Disabilities


www.transitionlink.com

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