All information recovered from: Flexer, R. W., Baer, R. M., Luft, P., & Simmons, T. J. (2008). Transition Planning for Secondary Students with Disabilities (3rd ed.). Merrill Prentice Hall. By James Trendall Lincoln Middle School

What is “transition planning”?What is “transition planning”?  Answers the question, “What am I going to do after High School and how do I get there”?  Formal document required by law which bridges the gap between public Special Education programs and interagency adult services  Designed to promote independence, post secondary education, employment and community involvement

What are we interested in?What are we interested in?  Research began in 1950’s and 1960’s  Evaluated work study and vocational programs  Snapshots of special education students post school lives  Studied disproportionality in wages, employment, education, independent living and community participation  Later studies focused on  Post school outcomes of special education students  The effectiveness, availability and utilization of High School programs and services  Establishing best practices in transition planning  Quality of life

What did the researchers find?What did the researchers find? NLTS1 (1987)NLTS2 (2003) High School completion rate53%70% (comparable to general education population) Independent living status - Single - Living with parents 90% 75% No Improvement Subject to disciplinary actions at school, fired from a job, arrested. 33%50% Employment rates57%39% (result of increased post secondary enrollment) Post secondary educationLess than 30%32% (half the rate of general education population) National Longitudinal Transition Studies

How did we get here?How did we get here? The Education of All Handicapped Act (1975) Established the right to a free and appropriate education for all students with disabilities Created a combined federal, state and local system for service delivery Individuals with Disabilities Education Act (1990) Required school to develop a “statement of needed transition services” Students 16 or when appropriate IDEA (1997) Required statements focused on post school outcomes Transition beginning at 14 Required families to plan to transfer control of IEP to child one year before age 18 IDEA (2004) Shifted focus from supports and linkages to adult services to academic and functional achievement. Moved recommended age back to 16

What is in the plan?What is in the plan?  Background information about the student, his/her family, and the community  Provides team members and agencies valuable information for service delivery modes and transition plan models  Statement of the transition service needs of the student  Services that help the student make a successful transition from high school to post- school activities  Statement of the interagency responsibilities or any needed linkages for transition services  What services and who will provide them during transition and after exiting Special Education  Specific services designed to help student through High School and beyond including:  Continuing education goals  Employment preferences  Community participation goals  Social participation goals

Who is involved?Who is involved?  The student is an active participant when appropriate  Parent(s) or Legal Guardian(s)  Teachers - Special and General Education  Paraprofessionals  Therapists/ Specialists  Local service agencies  Medical care providers  Counseling programs  Advocates or other invited persons

What services are available to help students meet goals?  Continuing education  Tutoring services  Scholarship and financial assistance  Course information and test preparation  Organizational planning  Employment  School to work programs  Job coaches  Work study  Aptitude tests/ skills inventories  Community and social participation  Transportation  Memberships  Health club, library, community center  Self care or group living preparation  Communication assistance  Person centered planning  Starts with outcome and works backwards  Requires extra effort  Involves collaboration between many agencies, transition teams and employers

How cultural perspectives affect transition plans?  Consideration of the student’s needs, strengths, interests and preferences  Does their culture promote independence?  Do needs of the group outweigh self determination?  Outcome (results) oriented process  Does their value system stress personal growth through honor, respect and loyalty over job/ social status?  Meeting and planning  Is it appropriate for outside agencies to contact or provide services?  Teams must be sensitive to family’s feelings regarding the number of professionals involved in planning  Movement from school to post school activities  Do families expect single children to live alone?  What cultural expectations and obligations does a child have to their parents and vise versa?

What do I do now?What do I do now?  Start early!  Law requires plan be in effect by age 16  Community based education can be included at any age  Review and modify the plan at least annually  Understand the student and their goals  Use person first language  ie: person with a disability ≠ disabled person  Set realistic goals specific to the individual student  The student must be involved in the process  Collaborate with community partners and agencies  Be a liaison between adult services and the student/ family  Attend community events hosted by local agencies  Advocate on behalf of your student