WHAT IS TRANSITION? THE PASSING FROM ONE STATE OR CONDITION TO ANOTHER, IN PARTICULAR THE TRANSITION FROM SCHOOL OR INSTITUTE TO A WORKING LIFE. TRANSITION 1

TRANSITION 2 FOR STUDENTS WITH DISSBILITIES ( PSYCHIATRICAL) THIS IS A CRITICAL PERIOD.

THE TRANSITION FROM A PROTECTED ENVIRONMENT TO A SOCIAL POSITION IS ALWAYS ASSOCIATED WITH STRESS. THE SOCIETY IS MOSTLY ANXIOUS AND LAZY. REMAINS TO BE SEEN HOW SHALL I REACT MYSELF MYSELF. WHY?

HAVE I MADE ​​THE RIGHT CHOICES? AM I SUFFICIENTLY PREPARED? IT IS POSSIBLE TO FIND A JOB TO MY WISH? WHY?

THE INDIVIDUAL TRANSITION PLAN (ITP) IS A WRITTEN PLAN WHICH OUTLINES WHAT A STUDENT WILL NEED TO LIVE, WORK AND PLAY AS AN ADULT. HELP OF THE STUDENT, PARENT, TEACHER, COACH, SOCIAL WORKER ETC. IT SPELLS OUT WHAT EVERYONE SHOULD DO IN ORDER TO PROVIDE THE TRAINING AND SERVICES NEEDED FOR A SMOOTH TRANSITION. Individual Transition Plan

THE PERSON WITH SPECIAL NEEDS, ACTIVELY PARTICIPATING IN THE PLANNING OF HIS ITP. FAMILIES ARE INVOLVED IN ITS ELABORATION. THE PLAN RELIES ON COOPERATION BETWEEN VARIOUS RELEVANT SERVICES. THE SCHEDULE IS FLEXIBLE AND ADAPTS TO CHANGING VALUES AND EXPERIENCES. Basic principles

CONTENT AND VALIDATION THE FOLLOWING ASPECTS NEED TO BE CONSIDERED: COMPETENCES TO BE ACQUIRED QUALIFICATIONS TO BE OBTAINED INVOLVEMENT OF DIFFERENT PROFESSIONALS WORK POSSIBILITIES AND EXPERIENCES VALIDATION OF THE PROCESS Characteristics

1. INTERESTS LIKES AND DISLIKES 2. LEISURE ACTIVITIES 3. EMPLOYMENT AND EDUCATION 4. LIVING ARRANGEMENTS 5. PERSONAL MANAGEMENT 6. INDEPENDENCE 7. HOUSEHOLD 8. MOBILITY 9. HEALTH AND MEDICAL Themes and questions

10. FINANCIAL AND INCOME 11. SOCIAL RELATIONSHIPS 12. THINKING ABOUT THE FUTURE 13. TRANSITION PLANNING 14. IS THE ITP WORKING? Themes and questions (continuation)

A. WORKING TOGETHER WITH FAMILY, SOCIAL NETWORK AND OTHER PROFESSIONALS. B. THE PROFESIONAL HAS AN EYE FOR ALL LIFE AREAS AND ALSO KNOWS TO DEAL WITH CULTURAL DIVERSITY. C. FRICTIONS IN THE DEVELOPMENT OF THE STUDENT IS NOT PROBLEMATIZED. D. PROFESSIONALS ACT ON THE BASIS OF KNOWLEDGE AND SKILLS. Professional Principles

E. PROFESSIONALS HAVE KNOWLEDGE OF THE DISORDERS WITH WHICH THEY ARE CONFRONTED. F. THEY HAVE DEVELOPED A REPERTOIRE ASSOCIATED WITH THE BEHAVIOR SHOWED BY THE STUDENT. G. THEY CAN SWITCH TO ANOTHER PROFESSIONAL FOR HELP WITHOUT LOSING SIGHT ON THEIR OWN RESPONSIBLITIES. Professional Principles 2

SKILLS AND KNOWLEDGE: A. KNOWLEDGE OF DISORDERS (DSM IV) B. KNOWING HOW TO ACT AND REACT TO BEHAVIOR C. EFFECTIVE COMMUNICATION(GETTING THE MESSAGE ACROSS) D. BREAKING DOWN BARRIERS IN COMMUNICATION E. LISTENING SKILLS TRAINING

SKILLS AND KNOWLEDGE: F. NON-VERBAL BEHAVIOR G. GIVING AND RECEIVING FEEDBACK H. REGULATING AND STRUCTURING A CONVERSATION I. PERCEIVING AND INTERPRETING CORRECTLY J. COMING TO THE POINT IN A CONVERSATION K. A PROPER USE AND INTERPRETATION OF ASSESSMENT TOOLS TRAINING 2