Notes: Transition Programming

Vertical Transitions

• Elementary > middle
• Most neglected of developmental transitions
• Receiving teachers must identify skills required in “new” environment (academic and social skills that are essential for success)
• Middle > high
• Receiving teachers must identify skills required in “new” environment (academic and social skills that are essential for success)
• High > post secondary school environments (post secondary education or vocational settings)
• Receiving teachers must identify skills required in “new” environment (academic and social skills that are essential for success)

Transitions within secondary schools

• Major differences
• Larger student populations at secondary schools
• Greater academic demands
• Increased levels of homework
• More emphasis on reading for content
• Increased need for self-regulation
• Increased importance of social skills
• Intellectual disabilities, learning disabilities, emotional/behavioral disorder or mild autism/Asperger’s syndrome may result in stress, anxiety, and possible academic failure
• Teachers orienting them to the structural and organizational changes
• Others skills include different classroom rules, procedures, and expectations
• More complex skills include note-taking, test-taking, using reference materials, using computers, reading for content
• Students need to have skills in self-management and self-regulation in organizational strategies, scheduling and time management
• Individual behaviors that are essential for success
• Accepting feedback and criticism appropriately
• Disagreeing with adults and peers in a nonconfrontational manner
• Giving compliments and feedback when working with peers
• Taking turns in conversations
• Having the willingness to compromise and accept others views

Transition out of school

• Capable of achieving success in post secondary education setting; participating in their career or vocational choices; living independently in the community
• Students are no longer served under the legal mandate of IDEA
• May be eligible for protections under the ADA and the Rehabilitation Act
• Known as “a system of eligibility”

Student-Centered planning

• Student focused
• Goal of strategy is to involve and empower students in the development and implantation of their IEP
• Students’ Bill of Rights
• Students are entitled to participate in all aspects of the planning process
• Students are entitled to have parents, friends, advocates, and concerned educators in all decisions that affect their lives
• Students are entitled to be involved in all decisions that affect their lives
• Students are entitled to integrated, heterogeneous settings responsive to different learning styles
• Students are entitled to equal educational opportunities
• Students are entitled to planning for quality life experiences in all facets of their lives, including vocational, educational, social, emotional, recreations, and residential areas
• Students and families are entitled to be supported in giving directions to planning across the students’ life span

Transition curriculum

• Important for future goals to be a part of education programming
• Students future goals include post secondary educational, vocational or employment?
• Live independently in the community?
• What will their social life be like?
• Their responsibilities in terms of housekeeping, laundry, and other household chores?
• Who will be responsible for paying bills?
• Five domains of adult life
• Employment and/or education
• Home and family
• Leisure pursuits and community involvement
• Physical and emotional health
• Personal responsibilities and relationships
• Post secondary education goal
• Vocational goal
• Post secondary living goal
• Budget and manage their finances
• Choose an appropriate living space
• Care for the chosen living space
• Identify required medical services
• Access medical services and use available transportation options
• Learn and use social skills appropriate for the work place
• Know one’s legal rights
• Self-advocate

Legal requirements for transition of students with disabilities

• 1990 reauthorization of IDEA focused on transitioning services
• Results-oriented process
• Based on child’s needs, taking into account their strengths, preferences and interest; and include-
• Instruction, related services, community experiences, development of employment and other post-school adult living objectives, if appropriate daily living skills and provision of a functional vocational evaluation

Transition assessment for planning

• “an ongoing process of collecting information on the student’s strengths, needs, preferences, and interest as they relate to the demands of current and future living, learning and working environment”
• To determine the student’s level of career development
• To identify the student’s needs, strengths, interests and preferences as they relate to post secondary goals
• Identify a focus of study to attain these goals
• Identify self-determination skills needed to reach the identified goals
• To identify any specific accommodations, supports, or assisted devices that the student may need
• To complete IDEA 2004-required Summary of Performance (SOP) document that must be completed when the student exits secondary school
• Life-Centered Career Education curriculum (LCCE)
• Comprehensive curriculum guide for teachers who want to incorporate career education into their programs
• Person-Centered Transition and Assessment Planning
• Supporting their more active involvement in the transition process

Transitioning planning team

• Student
• Parent(s)/Guardian
• Special education teacher
• Content teacher
• Administrative representative
• Vocational teacher
• School counselor
• Rehabilitation counselor
• Therapist
• Community living specialist

Common community agencies and the transition services they may offer

• Vocational Rehab agency
• Mental health and mental retardation agency
• Independently living centers
• Social security administration

Transition plan

• IDEA required schools include transition plan as part of IEP when they reach 16
• Individualized Transition Plan (ITP)
• Students and family actively involved in the process
• Student’s needs, strengths, interests and preferences must be considered
• Goals and activities must be results-oriented
• Goals and activities must focus on helping students move successfully from school environments to post secondary environments
• All of the variables associated with adult life should be considered
• Age of majority