User:TFinkbeiner

Transition Planning
Transition planning refers to the move from high school to the adult world. It typically refers to helping students with disabilities adapt in this transition process. The school, family, and community work together to prepare the student for the activities and responsibilities of post-school life. It may involve major adjustments for both the student and the family in regards to employment, financial independence, living arrangements, mobility, peer and community relationships, and self-esteem. Depending on the student, any or all of these may need an adjustment period. Self-determination plays a role in the process of transition planning. It refers to the individual acting as the primary agent in decision making regarding quality of life. The student may make many decisions regarding employment, further education, living arrangements, and social relationships. Natural supports may also play a role in transitioning from high school to the adult world. Natural supports are the reliance on people within typical environments and activities. This concept is applied to supporting co-workers with disabilities, supporting individuals with exceptionalities living in their own homes, and supporting students within inclusive classrooms.

There are many different post-school outcome choices. Supported employment provides paid work to individuals with more severe disabilities who may need support or supervision in the workplace. Supported employment offers individuals the supports they may need to work in the community at real jobs with non-disabled peers. Job coaches are also part of this supported employment process. Supported employment allows students with disabilities to be taught functional skills in natural settings with materials that are actually used at that particular workplace. Supported living is another post-school outcome for individuals with more severe disabilities. The housing and support approach provides supports no matter where the individual lives. The individual has choices about housing, home location, and roommates. There are also opportunities for home ownership and leasing. The supports are individualized and flexible, and services are focused on building natural supports. Post-secondary education is also another outcome after high school. Some students with disabilities will continue instruction after high school. Different options are technical schools, trade schools, universities, community colleges, and continuing education community classes.

The Individual Transition Plan (ITP) is a component of the IEP for the student. It attempts to link long-term planning for the student’s post-secondary life with annual school year planning in the IEP. Its purpose is to help the student, family members, educators, and adult service providers to focus on the student’s future goals and aspirations after completing secondary schooling. Tentative decisions are made about the student’s living arrangements, employment, post-secondary education, and community involvement. These decisions are examined annually to see if revision is necessary based on the student’s changing interests and preferences, and the student’s level of skill mastery. The IEP team must determine the instruction, employment, related services, and community experiences necessary to meet the post-secondary goals. After transition outcomes are identified, specific IEP goals and objectives are established each year in order to make sure the student is ready for this transition.

References:

Westling, David L., Lise Fox. "Teaching Students with Severe Disabilities".

Greene, Gary, Carol A. Kochhar-Bryant. "Pathways to Successful Transition for Youth with Disabilities".