Transitions A Personal Philosophy Vanessa Roets

Why Transition Plans? Legal Reason: Personal Reason: Individuals with Disabilities Education Act (IDEA) of 1997 mandated that all Individual Education Plans (IEP) would include a transition plan. Personal Reason: . “Transition to adult roles can be a complicated process, one that all youths must negotiate, and a myriad of factors work together to affect students’ lives after school completion” (Kohler & Field, 2003, p. 181). I believe that transition planning is a vital part of school for all students.

Becoming Independent “Special education students who receive adequate vocational training in high school are less likely to drop out and more likely to be employed competitively after high school” (Harvey, 2001, p. 110). Vocational Training can be part of a transition plan. . “New Hampshire and Washington are putting into place clear policies that prioritize funding of services that lead to community-integrated employment outcomes” (Brooke, et al., 2009, p. 59).

Becoming Independent Transition Plans help with... Moving into adult life Real world math and literacy Hands on training Certificate programs College readiness (learning about available services in college) Other services and agencies Self advocacy skills

Example of Traditional Graduation Plan Required Class Credits (.5 per semester) 23 English 4.0 Math 3.0 Science 2.0 Social Studies 3.5 Health .5 Physical Fitness 1.5 Occupational Education 1.0 Fine Arts Electives 6.5

Example of Transition Based Grad Plan 2.0 English credits 2.0 Math credits Health-Substitute food handlers permit 1.0 PE 1.0 Fine Arts Occupational Ed (Work Based Learning) 2-3 periods a day of work based learning Additionally: Join a club/sport at school –OR- Volunteer 20 hours a semester –OR- begin a paid job Study to get permit/license This would be between 13-14 credits for this student since some of his goals don’t translate to academic credit.

Independence . “Through continued attention to establishing effective transition services flexible enough to meet individual student needs, we can arm students with information and opportunities on which they can build their futures” (Kohler & Field, 2003, p. 181).