The Transition Process

1. The Transition Process Vickie Kummer UNF SOAR Program Fall 2004

2. Mission Statement of Alden Road “The mission of the staff and parents at Alden Road Exceptional Student Center is to provide opportunity for students with disabilities to develop their potential through appropriate educational experiences to become as independent as possible.”

3. What is IDEA? • Individual with Disabilities Education Act • “a free appropriate public education [FAPE] that emphasizes special education & related services prepare them for employment and independent living." • Guides how states and school districts provide special education and related services to more than 6 million children.

4. IDEA ‘97 • Schools, families & communities must work together to: • achieve involvement and progress in school. • achieve improved results. • prepare for post-secondary education, employment and independent living.

5. IDEA ’97: Amendments • Least Restrictive Environment (LRE) requirements • Access to general education curriculum • Increased parental involvement • Proactive approach to challenging behavior • School reform efforts and assessments • Outcome based approach • Focus on Transition Planning

6. What is Transition? • A coordinated set of activities for a student with disabilities within an outcome-oriented process that promotes movement from school to post-school activities. • Must be included in IEP.

7. IDEA ’97 and Transition Requirements • Every student and family must think about future plans and set goals. • Set plans on how to reach these goals. • Provide instruction, community experiences, employment and adult daily living objectives. • Assist students and family in linkages to services. • Focus on success for every student.

8. How do we meet the Transition Requirements? • Individualized Education Plan (IEP) • Legal document designed to meet the unique needs of children with disabilities • Should discuss services and supports needed for students to reach their goals

9. Transition & IEPs • 5 Domains: • Curriculum and Learning • Social Emotional Behavior • Independent Functioning • Health Care • Communication

10. Transition & IEPs continued… • Transition Services Activity Areas • Instruction • Related Services • Community Experience • Employment • Functional Vocational Evaluation • Post-school Adult Living • Daily Living Skills

11. Who is involved? • Student • Parent (and family if desired) • At least one Special Education Teacher • LEA Representative • Other Agency Personnel

12. What is the process? • Step 1: Identify the student’s goals. • Step 2: Describe the student’s present levels of educational performance.

13. Process continued... • Step 3: Design a statement of transition service needs. • Step 4: Design a statement of needed transition services. • Step 5: Determine annual goals and short-term objectives or benchmarks.

14. When does it start? • Beginning at age 14 and updated annually • Set plans early because many services have extremely long waiting lists

15. Transition Services • Vocational Rehabilitation (VR) • Developmental Disability Services • Housing Assistance • Independent Living Skills Services • Work Assistance • Transportation • Community Awareness

16. The Transition Concept • Three major components: 1) Goals after high school/how to get there 2) Ensure that the student gains the skills needed to achieve goals 3) Link students and families to post-school services before graduation

17. What can YOU do? • Foster Self-Determination: the belief that all individuals have the right to direct their own lives. • Students must be prepared to participate in planning for their future. • Those who do are more successful in the transition process.

18. Self-Determination • A self-determined person: • Sets goals • Makes decisions • Sees options • Solves problems • Speaks up for himself or herself • Understands what supports are needed for success • Knows how to evaluate outcomes

19. Self-Determination • For the student, it involves: • taking risks • making mistakes • reflecting on outcomes • real-world experiences • understanding their disability

20. Self-Determination • For the educator, it involves: • being open to new possibilities • taking seriously student’s dreams for the future • discussing how a disability might affect learning, relationships, and employment

21. Promoting Self-Determination • Facilitate development of self-esteem • Create a sense of belonging • Provide opportunities for individuality and independence • Model a sense of self-esteem and self-confidence

22. Promoting Self-Determination • Promote self advocacy • Encourage communication • Praise efforts of assertiveness and problem solving • Provide opportunities for leadership roles • Encourage participation in class

23. Promoting Self-Determination • Encourage Exploration of Possibilities • Talk about future jobs, hobbies, and family lifestyles • Promote Reasonable Risk Taking • Help students evaluate consequences and problem solving skills

24. References Bremer, C. D., Kachgal, M. & Schoeller, K (2003). Self-Determination: Supporting successful transition. Retrieved November 9, 2004, from http://www.ncset.org/publications/viewdesc.asp?id=962. Heumann, J. (1998). Transition and IDEA ’97. Retrieved November 9, 2004, from http://www.ldonline.org/ld_indepth/transition/lda_transition_idea97.html. Lipton, D. J. (1999). Individuals with Disabilities Education Act Amendments of 1997 and IDEA regulations of 1999: Summary of changes. Retrieved November 9, 2004, from http://www.dredf.org/idea10.html. National Center on Secondary Education and Transition. (n.d.) IEP & Transition planning: Frequently asked questions. Retrieved November 9, 2004 from http://www.ncset.org/topics/ieptransition/faqs.asp?topic=28. A National Organization on Mental Retardation. (2000). The Individuals with Disabilities Education Act: Transition from school to work and community life. Retrieved November 9, 2004, from http://www.thearc.org/faqs/qa-idea-transition.html. Storms, J., O’Leary, E. & Williams, J. (2000). Transition requirements: A guide for states, districts, schools, universities and families. Retrieved November 9, 2004, from http://interact.uoregon.edu/wrrc/trnfiles/trncontents.htm.