Raven's Guide to
Special Education
Transition
The last few years of a disabled student’s schooling must be future-oriented with an emphasis on developing functional skills and the ability to use them in environments outside of school. The Individuals with Disabilities Education Act (IDEA) requires public schools to develop these "transition services" for older students who need to prepare for community living after leaving public school. This requirement was in response to the many problems faced by special education students after leaving school - getting and keeping a job, becoming self-sufficient in the community, and developing a satisfying social life.
Including transition services in the IEPs of students with disabilities broadens both the focus and scope of the IEP. Transition services, unlike instructional goals and objectives which are developed for one year at a time, must be developed for a time period of several years and must take into account the anticipated adult life of the student. Planning must be oriented towards life after high school.
Schools must include transition services in the student's IEP, beginning with the first IEP in effect when the student turns 16. IDEA defines transition services as a coordinated set of activities for a child with a disability that:
The transition services the student needs will be decided by the IEP team, consisting of the student, the parents, the student’s teacher, a representative of the school district, and representatives of any outside agencies that will be responsible for providing or paying for such services. These services can include an array of educational and vocational options both on campus and in the community. Available vocational options range from work-related high school classes to entry-level work in the community with assistance through a transition program.
The team must develop appropriate measurable postsecondary goals based upon appropriate courses of study and transition assessments related to training, education, employment, and, where appropriate, independent living skills. In determining such goals, the team must determine what instruction and educational experiences will help prepare the student for a successful transition from secondary education to post-secondary life.
Postsecondary educational and vocational training activities include attending a university or college to acquire a higher education or participating in a technical school or vocational program to learn a specific trade or job skill. A student in a transition program must be able to identify an appropriate school or training center to meet his or her needs and interests, to determine the entrance requirements of the chosen program, to apply for admission, and to obtain any needed accommodations (because of the disability) to participate successfully in the program. Postsecondary educational and training program options include the following:
A student’s transition plan should deal with employment issues such as the type of work the student is interested in, the school activities needed to help the student prepare for that type of work, and the type of employment appropriate based upon the disability.
Also of concern is the extent to which the student’s disability will interfere with the student’s obtaining employment, the kinds of accommodations the student will need in a work situation because of the disability, the specific work skills the student will need to succeed in his or her chosen occupation, and work-related behaviors the student needs to acquire (e.g., reporting to work on time, following directions, accepting supervision, completing work on time, working with coworkers).
The range of employment options includes competitive employment, supported employment, military service, sheltered workshops, work activity centers, rehabilitation centers, and sheltered enclaves in business and industry.
Continuing and adult education includes such areas of involvement as vocational courses, continuing education classes, personal growth and enrichment courses, General Equivalency Diploma (GED) preparation, and English as a second language instruction.
The student must learn about available adult service providers, how to identify eligibility requirements for adult services, and how to apply for those services. Here are some of the federal agencies that may be beneficial:
The extent to which a student will need preparation for independent living will depend upon where the student wants to live, the significance of the student’s disability, the amount of care and supervision the student will need, and the availability of support from the student’s family and community agencies. Specific areas to consider are as follows:
An appropriate transition program must consider the student’s need to become an integrated member of the community by acquiring the skills needed to communicate effectively with others, make and keep friends, and become aware of and participate in community activities. Areas of involvement include sports and social clubs, church groups, YMCA and YWCA, parks and recreation programs, and independent recreational activities.