Preparing Students with Disabilities for Life after School Using the Individualized Education Program (IEP) as the foundation for success

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Objectives Understand the purpose of the Individuals with Disabilities Education Act Identify who designs the Individualized Education Program Explain the student’s role in the transition planning process Give examples of transition services related to post secondary education, independent living and employment

Individuals with Disabilities Education Act (IDEA) A federal law thats purpose is to ensure that all children with disabilities have available to them a education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living; Students can be covered by the IDEA until age 21 The main tool used to fulfill the purpose of the IDEA is a student’s Individualized Education Program (IEP).

What is an Individualized Education Program An IEP is a written statement for each child with a disability that MUST include each student’s present level of educational attainment, short and long-term goals for his or her education, objective criteria with which to measure progress toward those goals, and specific services to be offered. The IEP is developed by the student when appropriate, the student’s family, at least one special education teacher, at least one regular education teacher where appropriate, a representative from the school district and representatives from outside agencies when appropriate. For students ages 14 and older the IEP MUST include transition services.

Creating Post-Secondary Goals Post-secondary goals are the things the student will do AFTER HIGH SCHOOL THE STUDENT MUST BE INVITED TO EVERY MEETING WHERE TRANSITION SERVICES ARE BEING DISCUSSED. Goals fall into one of four main areas Employment, Education, Independent living, and Community Participation There must be a measurable post-secondary goal in employment and education. Community living or independent living goals are optional, however the best practice is to include them.

The Student’s Role In Transition Planning and IEP Students should ACTIVELY participate in transition planning. Tell the team members what your interests are and what you think you want to do after high school. If you are not sure what you want to do ask to take a career assessment as early as possible and try different jobs while in school Taking an active role in your IEP meetings is a great way to develop self- advocacy skills particularly around your disability and the accommodations you need to be successful.

The Family’s Role In Transition Planning and IEP Find out everything you can about transition planning in your child’s school and the district. Discuss your child’s disability with him or her. Provide opportunities for your child to express his or her desires and to make choices. Maintain copies of all your child’s medical and educational records.

Transition Services Transition services are “a coordinate set of activities” designed “to facilitate the child’s movement from school to post-school activities,” including further education, independent living and employment. These are the strategies that help the student reach their post secondary goals. Students can receive transition services under the IDEA until age 21. This extension is something that should be discussed as part of transition planning. If the IEP team finds it appropriate, then the extension should be written into the IEP. In Pennsylvania, the student would receive a certificate of attendance at age 18, and can participate in commencement with the graduating class, but wouldn’t receive a diploma until age 21.

Examples of Transition Services Related to Post-Secondary Education Purchase of assistive technology and training on how to use it. Enrolling in courses that align with the student’s interests and strengths. Visiting college campuses or trade schools.

Examples of Transition Services Related to Independent Living Classes on cooking and financial literacy/budgeting. Driver’s education and/or travel training. Self advocacy particularly around the student’s disability and the type of support the student will need. *** Applying for Social Security Disability Benefits *** Applying for Pennsylvania’s Intellectual Disability System *** Applying for Bureau of Autism Services

Examples of Transition Services Related to Employment Job Shadowing Work Based Learning Experiences Attendance at job/career fairs Vocational Assessments

The Role of State Agencies The Office of Vocational Rehabilitation (OVR) OVR provides vocational rehabilitation services to help persons with disabilities prepare for, obtain, or maintain employment 717-787-5279 // www.dli.state.pa.us http://transition-guide-admin.s3.amazonaws.com/files/2012/07/17/VocRehab.pdf .

Work Based Learning Experience for High School Students with Disabilities Act Pennsylvania law that was passed on May 17, 2016. Requires collaboration between Office of Vocational Rehabilitation (OVR) and the School District to develop IEP’s that include job skills training when appropriate. The Act encourages OVR counselors to participate in IEP meetings when they are invited by the district. Parents can also invite OVR staff or request that the School District invite them.

The Key for Successful Collaboration Service providers must understand a client’s transition goals and ensure that all plans are aligned and include the services to achieve these goals. Service plans include: -Individual Education Program (IEP) through the client’s school - Individual Support Plan (ISP) through the Bureau of Autism Services or Intellectual Disability System - Individual Plan for Employment (IPE) through the Office of Vocational Rehabilitation

Tips For Effective Transition Plans Keep the End goal in Mind For each transition service include: the service/activity Location- where the child will complete the service Frequency- Be specific don’t just write “as needed” Projected Start Date Anticipated Duration Person/Agency responsible Service/activity Location Frequency Projected Start Date Duration Person/ Agency Responsible

Questions

Contact Information Darlene J. Hemerka Esq. Equal Justice Works Fellow Sponsored by Greenberg Traurig dhemerka@pubintlaw.org (267)-546-1314