Transition Planning: A Team Effort By Sharon H. deFur, Ed ... · adulthood. The Individuals with Disabilities Education Act (IDEA) acknowledges this and contains provisions meant

TS10, January 1999, Resources Updated 2002

A publication of the National Information Center for Children and Youth with Disabilities

Transition Planning:A Team Effort

NICHCY

TRANSITION SUMMARY

The completion of high school isthe beginning of adult life. Entitle-ment to public education ends, andyoung people and their families arefaced with many options and deci-sions about the future. The mostcommon choices for the future arepursuing vocational training orfurther academic education, getting ajob, and living independently.

For students with disabilities,these choices may be more complexand may require a great deal ofplanning. Planning the transitionfrom school to adult life begins, atthe latest, during high school. In fact,transition planning is required, bylaw, to start once a student reaches 14years of age, or younger, if appropri-ate. This transition planning becomesformalized as part of the student’sIndividualized Education Program(IEP).

Transition services are intended toprepare students to make the transi-tion from the world of school to theworld of adulthood. In planningwhat type of transition services astudent needs to prepare for adult-hood, the IEP Team considers areas

such as postsecondary education orvocational training, employment,independent living, and communityparticipation. The transition servicesthemselves are a coordinated set ofactivities that are based on thestudent’s needs and that take intoaccount his or her preferences andinterests. Transition services caninclude instruction, communityexperiences, the development ofemployment and other post-school

Table of Contents

Introduction.................................................1

Brief Legal Overview....................................2

Transition Teams..........................................3

Creating the Transition Plan......................8

How to Find Resources in Your Community..............................................14

Community Level Transition Teams......17

Conclusion: Taking the First Steps..........18

Organizations............................................20

Publications...............................................21

By Sharon H. deFur, Ed.D.College of William and Mary

NICHCY: 1.800.695.0285 2 Transition Planning: A Team Effort (TS10)

In addition to transitionservices beginning at

age 16, a statement oftransition service needs is

required at age 14.

adult living objectives, and (ifappropriate) the acquisition ofdaily living skills and func-tional vocational assessment.

The student and his or herfamily are expected to take anactive role in preparing thestudent to take responsibilityfor his or her own life onceschool is finished. Where onceschool provided a centralizedsource of education, guidance,transportation, and evenrecreation, after students leaveschool, they will need toorganize their own lives andneeds and navigate among anarray of adult service providersand federal, state, and localprograms. This can be a daunt-ing task—one for which thestudent and his or her familyneed to be prepared.

This Transition Summaryprovides ideas and informationon how students, families,school personnel, serviceproviders, and others can worktogether to help students makea smooth transition. In particu-lar, this document focuses oncreative transition planningand services that use all theresources that exist in commu-nities, not just the agenciesthat have traditionally beeninvolved. This publication alsoprovides:

² definitions of some termsused in transition planning,

² lists of individuals andagencies that can help theIEP Team create a successfultransition plan,

² guides to finding thegroups and agencies thatprovide transition services,

² examples of creative transi-tion plans, and

² ways to improve the transi-tion system by working atthe community level.

A Brief Legal Overview*of Transition Planning

If students are to matureinto independent, productiveadults and become increasinglyresponsible for their actionsand accomplishments, theyneed to acquire the skills thatare of value in the world ofadulthood. The Individualswith Disabilities Education Act(IDEA) acknowledges this andcontains provisions meant toencourage student involvementand shared decision making.

Since 1990, transitionservices have been a require-ment of law for students whoare 16 years or older,or younger if deemedappropriate by the IEPTeam. The services areplanned at the IEPmeeting to whichstudents must beinvited. Thus, the1990 IDEA legislationprovided studentswith an enormousnew opportunity to beinvolved in planningtheir own education,to look into the future, tovoice their preferences andconcerns and desires, to beheard, to share in makingdecisions that so directly affectthem.

Now, under the latestreauthorization of the IDEA in1997 (IDEA 97), this involve-

ment has been expanded. Inaddition to transition servicesbeginning at age 16, a state-ment of transition serviceneeds is required at age 14. Atthis time, and updated annu-ally thereafter, the IEP Teamlooks at the child’s courses ofstudy (such as advancedplacement courses or voca-tional education programs)and determines whether or notthose courses of study areleading the student to wherethe student needs to be upongraduation. What other coursesmight be indicated, given thestudent’s goals for life aftersecondary school? Beginning toplan at age 14, with an eye tonecessary coursework, is ex-pected to help students planand prepare educationally.Then, at age 16, or younger ifappropriate, transition servicesare delivered in a wide range ofareas.

IDEA 97 has also outlinedprocedures for the transfer ofparental rights to the studentwhen he or she reaches the ageof majority under State law.Both the parents and thestudent must be notified ofany transfer of rights that willtake place at that time. Stu-dents are to receive the notifi-

* This legal overview was taken directly from the approved OSEP IDEA 97 Training Package, Module 9, pp. 9-11 through 9-13. This document is available from NICHCY.

Transition Planning: A Team Effort (TS10) 3 NICHCY: 1.800.695.0285

cation at least one year beforethey reach the age of majority.A statement must be includedin the IEP that the student hasbeen informed of the rights, ifany, that will transfer to thestudent on reaching the age ofmajority. After the studentattains the age of majority, ifrights transfer, the school mustprovide any notice required bythe law (e.g., procedural safe-guards notice, notice regardingan upcoming IEP meeting) toboth the student and theparents. In states where rightstransfer, all other rights ac-corded to the parents transferto the student. (If the studentis determined incompetentunder state law, then the rightsremain with the parents.)

Many students, however,may not have the ability toprovide informed consent withrespect to their educationalprogram, although they havenot been determined understate law to be incompetent. Toprotect the interests of thesechildren, IDEA 97 provides thateach state that transfers rightsneeds to establish proceduresfor appointing the parents (oranother appropriate individual,if the parents are not available)to represent the student’seducational interests.

This transfer of rights isobviously an enormous stepforward toward empoweringstudents as adults and encour-aging them to inform them-selves about and becomedeeply involved in their educa-tion and particularly in plan-ning for their future. Educatorswill need to provide additionaltraining and opportunities for

students to understand theimpact of this responsibility.

Transition Teams

This section looks at waysto create effective transitionteams. Collaboration betweenteam members and participat-ing agencies is an essential partof the process [see box belowentitled What is Collaboration?].

Individual Transition TeamMembers

Many different individualscome together to help thestudent plan for transition.Typically, transition planning ishandled by members of theIEP Team, with other individu-als becoming involved asneeded. It’s important toinvolve a variety of people, forthey will bring their uniqueperspectives to the planningtable. The team draws uponthe expertise of the different

What is Collaboration?

There are basically four ways in which people can interact to establishor improve services and plan for young adults preparing for transition fromschool to post-school activities. Let us look at these methods briefly.

Through networking, people gain an awareness of available resourcesand discover how to access or refer individuals to those services. Anexample of networking might be a transition coordinator talking with localbusiness owners to identify possible job training sites for students. Whilenetworking is an essential step in collaboration, it will not be enough forstudents who have complex transition service needs.

Service coordination assists in the selection and scheduling ofservices. In coordinating, people arrange for a student with disabilities toreceive specific services from different agencies (for example, one agencymaking a phone call to another agency to determine their respective rolesand to schedule activities).

With cooperation, people look for ways to support and complement oneanother’s transition services. For example, an adult services agency mayaccept a student’s recent test results from his or her school to determine thestudent’s eligibility for services. This would prevent the student from beingtested twice and would save the adult services agency time and expense.

Collaboration begins with networking, coordination, and cooperationand then requires team members to share decisions, responsibility, and trust.It requires that team members invest time and energy to come up withoptions and design strategies for carrying out these plans. Because collabo-ration requires lots of time and energy, it is impossible to make all deci-sions collaboratively. In some instances, the desired result can be achievedthrough networking, coordination, or cooperation. Working together, orcollaboratively, invites participation of multiple service providers and theuse of multiple resources. See the Student Stories on pages 8, 10, and 12 forexamples of collaboration in action.


members and pools theirinformation to make decisionsor recommendations for thestudent.

Who are some of theindividuals who may be part ofthe transition team? Naturally,the student and his or herfamily are core members of theteam. They keep the wholeteam grounded and focusedon the goals and on findingservices and developing a planthat will benefit the youth withdisabilities. When the purposeof the IEP meeting is to discusstransition, the student must beinvited to attend. If there is noway he or she can come to themeeting, then the school musttake other steps to make surethat the student’s preferencesand interests are considered inthe plan that is developed.

Other members of the teaminclude those normally on theIEP Team (special educationand general education teachers,related service providers,administrators, and others asappropriate), plus transitionspecialists, who may be wellinformed about resources andadult services in the commu-nity.

In addition, representativesthat have traditionally pro-vided post-high-school servicesshould be involved (see box atright, Common CommunityAgencies and the TransitionServices They May Offer). Thismay include:

² The Vocational Rehabilita-tion (VR) Agency: The VRagency has traditionallybeen a primary player in

Agency/Program*(Purpose & Funding Source)

Vocational Rehabilitation Agency assists persons with cognitive, sensory,physical, or emotional disabilities to attain employment and increasedindependence. Funded by Federal and state money, VRagencies typically operate regional and local offices. VR services typicallylast for a limited period of time and are based on an individual’srehabilitation plan. If needed, an individual with disabilities can requestservices at a later time, and a new rehabilitation plan will be developed.

Mental Health & Mental Retardation Agencies provide a comprehensivesystem of services responsive to the needs of individuals with mental illnessor mental retardation. Federal, state, and local funding are used to operateregional offices; local funding is often the primary source. Services areprovided on a sliding payment scale.

Independent Living Centers help people with disabilities to achieve andmaintain self-sufficient lives within the community. Operated locally, ILCsserve a particular region. ILCs may charge for classes, but advocacy servicesare typically available at no cost.

Social Security Administration operates the federally funded program thatprovides benefits for people of any age who are unable to dosubstantial work and have a severe mental or physical disability. Severalprograms are offered for people with disabilities, including SocialSecurity Disability Insurance (SSDI), Supplemental Security Income (SSI),Plans to Achieve Self-Support (PASS), Medicaid, and Medicare.

* Names of agencies or programs may differ slightly from state to state.

Common Community

(continued on page 6)


Agencies and the Transition Services They May Offer

Examples of EmploymentServices

Examples of Adult andIndependent Living

Services

Examples of PostsecondaryEducation Services

• vocational guidance andcounseling

• medical, psychological,vocational, and other types ofassessments to determinevocational potential

• job development, placement,and follow-up services

• rehabilitation, technologicalservices and adaptive devices,tools, equipment, andsupplies

• supported and shelteredemployment

• competitive employmentsupport for those who needminimal assistance

• information and referralservices

• connecting students withmentors with disabilities

Work incentive programs whichmay include:• cash benefits while working

(e.g., student-earned income)• Medicare or Medicaid while

working• help with any extra work

expenses the individual has as aresult of the disability

• assistance to start a new line ofwork

• apprenticeship programs, usuallyin conjunction with Depart-ments of Labor

• vocational training• college training towards a

vocational goal as part of aneligible student’s financial aidpackage

• advocacy training• connecting students with mentors

with disabilities

• financial incentives for furthereducation and training

• housing or transportationsupports needed to maintainemployment

• interpreter services• orientation and mobility

services

• case management services to accessand obtain local services

• therapeutic recreation, includingday activities, clubs, and programs

• respite care• residential services (group homes

and supervised apartments)

• advocacy training• auxiliary social services (e.g.,

maintaining a list of personalcare attendants)

• peer counseling services• housing assistance• training in skills of independent

living (attendant management,housing, transportation, careerdevelopment)

• information and referral services• connecting with mentors

• medical benefits• can use income as basis for

purchase or rental of housing


determining the way transi-tion services are delivered.VR has its own eligibilityrequirements. Therefore,not all students receivingspecial education servicescan receive VR services.

² Service agencies for stu-dents with mental retarda-tion or mental healthconcerns such as the Men-tal Health Agency: Depend-ing on the student’s indi-vidual needs, it may beimportant for the transitionteam to include representa-tives from service agenciesaddressing mental retarda-tion or mental health. Theservices provided by theseagencies, however, varygreatly from community tocommunity due to differ-ences in local funding andpriorities.

² Independent living centers(ILCs): ILCs are non-residential, community-based agencies that are runby people with variousdisabilities. ILC servicesvary from place to place.

² Social Security Administra-tion: Social Security Admin-istration programs providefinancial assistance or workincentives to eligible peoplewith disabilities basedupon federal guidelines.

Other individuals or agen-cies may serve as one-time orongoing consultants to theteam, sharing a particularexpertise or insight, whileothers may be valuable sourcesof specific information thathelps the team plan and makedecisions (see Potential Con-sultants to the Transition

Team on page 7). Consider theuseful information to begained from any of the follow-ing:

² Postsecondary educationand training providers suchas representatives fromcolleges, or trade schools,who can help the studentexplore types of trainingavailable as well as remindthe group that lifelonglearning for all individualsis important;

² Department of Labor jobservices agencies, whichoffer transition services andemployment programs,although not usually with adisability focus;

² School to Work Opportu-nities Act (STWOA) pro-gram representatives, whocan tell the team about jobtraining available underSTWOA to help studentsprepare for their first job orfurther education andtraining;

² Community leaders such asreligious leaders, directorsof recreation programs, andcounty extension agents,who may help the teamaddress a particular needthat a student has;

² Community recreationcenters such as Boys Clubs,

YMCA, or 4-H Clubs, whichmay provide job counselingand youth developmentactivities; and

² Employers, who can pro-vide training and jobopportunities and who canexplain the expectationsthat the business commu-nity has for future workers.

Team members do notnecessarily have to come fromsocial service agencies. Studentsand their families may alsoinvite a relative, friend, oradvocate who can provideemotional support, access totheir personal networks, orother unique expertise. Ifpossible, it is also helpful tohave team members fromsimilar language and culturalbackgrounds as the student.These members can help theteam understand how culturalor language issues impact thetransition process. Sometypical transition outcomes,such as going away to college,getting a paying job, movingout of the family home, andmaking decisions indepen-dently of the family are valueddifferently by different cul-tures.

It is very important toinvite service representativesand other individuals identi-fied as transition consultantsto IEP meetings that will befocused on only transition.They do not need to be atevery IEP meeting of thestudent. If they cannot attendthe meetings focusing ontransition, talk to them aboutthe IEP and bring their ideas orcomments to the meeting.


Potential Consultants to the Transition Team

Potential Consultant Relationship to Transition Services

Adult Education Representative provides information about lifelong education options

Advocacy Organization(s) Representative may offer self-advocacy training or support groups for young adults

Assistive Technology Representative provides expertise on devices that can open doors to opportunities

At-Risk/Prevention Specialist offers counseling and support on teen pregnancy, alcohol, and drugs

Business-Education Partnership Rep. provides links between schools and local businesses and industry

Community Action Agency Representative may link team to resources for traditionally underrepresented groups

Correctional Education Staff provides incarcerated youth with continued learning opportunities

Drop-Out Prevention Representative provides youth with alternatives to dropping out of school

Employer offers insight into expectations; promotes hiring of people with disabilities

Employment Specialist provides job development, placement, coaching

Extension Service Agent offers programs in parenting, homemaking, independent living

Guidance Counselor provides information on curriculum, assessment, graduation requirements, college

Health Department/School Nurse provides guidance on community health services and health care advice

Higher Education Representative provides information on postsecondary services to students with disabilities

Housing Agency Representative assists in developing housing options

Leisure Program Representative knows available program options within the community

Literacy Council Representative coordinates volunteers to teach basic reading and writing skills

Local Government Representative funds many local services; can provide information on local services

Local Disability Representative (e.g., UCP) provides information and training (often serves all disabilities, not just one)

Parent Training Information Center Rep. provides training on transition planning and advocacy services to families

Religious Community Member can provide social support to young adults and their families

Residential Service Provider can help access specialized housing

Social Worker provides guidance and arranges for case management, support, respite care

Special Olympics Representative provides sports training, competition, and recreational opportunities for youth

Therapists provide behavioral, physical, occupational, & speech services in the community

Transportation Representative offers expertise about transportation options and training

United Way Representative funds many community programs that may offer options for young adults

Very Special Arts Representative provides information on art programs and opportunities for youth

Vocational Educator provides job training; teaches work-related skills

YMCA/YWCA offers recreation and leisure programs


Creating theTransition Plan

After the IEP Team identi-fies the student’s preferencesand interests and identifies theagencies and resources thatmay be helpful in planning thestudent’s transition, it’s time tosit down and figure out a wayto make all the pieces fittogether. This takes time,creativity, and patience, but therewards are worth the effort.Remember that other peoplehave done this before. Consultschool professionals, disabilitygroups, parent organizations,and other families for theirsuggestions.

Planning an effectivetransition can involve manydifferent individuals andagencies. The three StudentStories on pages 8-13 illustratethe types of collaborationinvolved in creative planning.They show plans for threedifferent components thatevery transition plan shouldinclude—plans for employ-ment, plans for education and/or training after high school,and plans for living indepen-dently. Following these StudentStories are tables (Planning forEmployment, Planning forEducation After High School,and Planning for LivingIndependently), that show thesteps that a transition teammay need to take in order tomeet the student’s goals.

Marcia�s Employment Path

Marcia, a 20-year-old student with mild cognitive disabilities and a mildhearing impairment, has a transition goal of full-time employment upongraduation this year. Marcia has a one-year-old child. Marcia’s transitionplanning team includes her and her family, the vocational educator,special educator, vocational rehabilitation counselor, mental retardationcase worker, hearing specialist, social worker, and occupational therapist.

Starting at age 17, Marcia had begun exploring job opportunities throughjob shadowing and internship experiences. Both Marcia and her parentsreported that she likes working with people, that she likes workinginside, and that she would prefer an office setting. Marcia’s vocationaleducation teacher observed her in a simulated work experience andreported that Marcia followed instructions when given visual cues from aco-worker. The vocational educator and vocational rehabilitationcounselor identified a small business that needed office assistance.Marcia, working with the vocational rehabilitation counselor and herspecial education teacher, set up a job interview at the small business andwas successful at obtaining a part-time job as an administrative aide.

The counselor/special educator team observed the work setting andidentified the work and social demands of the job. The IEP transitionteam identified that Marcia would need the following supports to work:visual cues outlining the steps of the job; co-worker to assure safety (forexample, in an emergency); monitoring for errors; a flashing light on thetelephone; transportation training; and child care for her son. Thespecial educator and rehabilitation counselor provided training to theemployer and other employees who, in turn, agreed to provide thenatural supports Marcia needed and develop the visual clues for the stepsof the job.

The occupational therapist and the family developed a plan for Marcia tolearn how to travel using the city buses. The social worker identified agood low-cost child care setting, and the Department of Social Servicesagreed to cost-share these services with Marcia (who receives SSI) untilone year after graduation. The social worker also agreed to coordinateMarcia’s participation in a parenting class offered by the Health Depart-ment. The IEP Team recommended a consultation with a representativefrom the Social Security Administration (SSA) to provide guidance onbenefits and the use of any work incentives.

The local school agreed to provide a job coach initially, and the Depart-ment of Mental Retardation Services agreed to pick up this cost sixmonths prior to graduation. The rehabilitation counselor, who special-izes in working with students with hearing impairments, agreed to act asjob monitor for this placement and to follow up with Adult Education orthe Literacy Council for Marcia’s continued education options. Therehabilitation counselor continued to work with Marcia, and by the timeshe exited school Marcia had secured a full-time position at the business.


What Does ThisStudent Need?

Actions the High School Transition Team May Recommend

ASSESSMENT that identifiescurrent strengths, needs,interests, and preferences forpost-school employment,independent living, andpostsecondary training and/oreducation

ü interview youth regarding vocational interests and preferences (use othermethods to assess interests and preferences of nonverbal students)

ü conduct situational assessment (observation in a work setting) to assessendurance, strength, aptitude, social skills, interests, interactions

ü conduct formal vocational evaluation by a trained evaluatorü self-assessmentü develop student’s awareness of different jobsü discuss health care issues that may impact employment

DEVELOPMENT of job and jobplacement options and aware-ness of skills needed

ü analyze local labor market (contact employment services for state andrequest information for the region; contact local vocational advisorycouncil; contact local chamber of commerce; review local want ads;contact employment agencies) to identify job openings and local laborneeds

ü get a range of work experiences: explorations, job shadowing, mentoring,and internships

ü identify community programs offering job placement or trainingü build network of employer and community program contactsü provide training to employers on issues related to employees with disabili-

ties

MATCHING of student and job ü analyze the demands and expectations of the job site (e.g., duties, skillrequirements, hours, location, transportation, wages, benefits, socialskills)

ü list the supports the student needs to be successful on the jobü match the student’s assessment and the list of needed supports to the job

demands, including transportation to the jobü identify current gaps and needs for successü identify needed natural supports, job accommodations, adaptive equip-

ment, and support services

School- and Work-based TRAIN-ING & PREPARATION

ü provide instruction to youth on job-seeking skillsü provide community-based work experiences related to career

developmentü identify potential service providersü provide natural supports and accommodationsü provide instruction and training (pre-employment or on-the-job)

PLACEMENT and FOLLOW-ALONG

ü work with employer to determine employee’s response to the job de-mands and identify strategies to capitalize on strengths andminimize limitations

ü provide natural supports and accommodationsü monitor progress and readiness for job advancementü monitor changing need for natural supportsü make adjustments, as needed

Planning for Employment


Carlos, a 16-year-old junior in highschool with a significant learning disabil-ity, plans to attend college upon gradua-tion. Carlos loves working with comput-ers and demonstrates skill and interest inusing computers for graphic design.(Carlos’s team includes him and hisfamily, guidance counselor, independentliving center representative, postsecond-ary education support services provider,and a student with a learning disabilitywho had graduated two years ago and iscurrently attending college.)

Since Carlos is interested in pursuinga career involving computers, but is stillundecided about what he would like tomajor in, the guidance counselor pro-vided a list of colleges that offer a varietyof computer-related degrees, includinggraphic design, programming, andmanagement information systems.Carlos agreed to attend the local CollegeFair, and his family agreed to take him tovisit campuses and observe and inquireregarding the support Carlos may need.

The team agreed that, in order to besuccessful in college, Carlos would needa college that offered small class size,

student mentoring services, and note-taking services. The team agreed thatCarlos had depended on others toadvocate for him. They recommendedthat Carlos improve his self-advocacyskills. The representative from the Centerfor Independent Living invited Carlos toparticipate in their next self-advocacyprogram as a means of meeting thistransition service need, and the schooldivision agreed to pay for the costs ofthis service.

The postsecondary service providertold Carlos, his family, and the otherprofessionals that a local college wasoffering an orientation for new studentswhich would give Carlos a flavor for thedemands of the college setting. Fundingfor this was possibly available from thelocal advocacy group representing indi-viduals with learning disabilities. Thespecial educator reported that the advo-cacy group was looking for individuals toapply to their program. The guidancecounselor set up an appointment withthe family, to discuss options for collegefinancial assistance.

Carlos�s Plan for College




ASSESSMENT that identifiesstrengths, needs, interests,preferences for postsecondaryeducation

ü assess student’s self-advocacy skills, academic preparation, and collegebound test scores

ü assess student’s technical skills, social skills, independent living skillsü interview youth regarding educational setting interests and

preferences—size, setting, programs (use other methods to assessinterests and preferences if student is nonverbal)

ü identify youth’s long-term career goalsü develop a list of supports student needs to achieve postsecondary educa-

tion goalsü discuss health care issues that may impact student in postsecondary

settingü identify needed natural supports, academic or physical

accommodations, and support services

DEVELOPMENT ofpostsecondary education options

ü visit campusesü participate in college nightü have college students with disabilities talk to youthü research colleges and universities that offer special services to students

with disabilitiesü discuss financial issuesü discuss preferred location of college

MATCHING of student andpostsecondary education setting

ü analyze the demands and expectations of the postsecondary educationsetting—accessibility, support services availability, academic rigor, socialculture, independent living setting

ü match the student’s assessment and list of needed supports to thedemands of the postsecondary education setting

PREPARATION forpostsecondary education

ü provide developmental academic support and coursework needed toprepare for postsecondary education goals

ü assist youth with applications, interviews, and test preparationü identify potential service providersü develop natural supportsü provide self-advocacy training


ü monitor progress in the postsecondary settingü monitor changing need for natural supportsü monitor changing need for servicesü advocate for changes and adjustments, as needed

Planning for Education After High School


Mark, a 20-year-old youth withmental retardation, will be finishing highschool next year. Mark has long ex-pressed a strong desire to live indepen-dently after leaving high school. Hisolder brother has his own apartment,and Mark associates living on his ownwith being an adult. Living indepen-dently is part of Mark’s transition plan,which also includes employment andattending a community recreationprogram for adults with disabili-ties.

Two years ago Mark’s family,working on the advice of theother IEP Team members, puthim on a waiting list to bematched with other individualswho are looking for housing.Over the past three years, theIEP Team has worked on im-proving Mark’s advocacy andindependent living skills. Mark’s familycontacted the local Arc and was able toconnect with a mentor to help Markstrengthen his self-advocacy skills. Theoccupational therapist at school focusedon improving the critical living skillsMark needed to live on his own.

At the beginning of this school year,Mark’s family contacted the countyagency that serves adults with disabili-ties. The agency assigned a service coordi-nator (sometimes called a case manager)

to work with Mark and his IEP Team. Theservice coordinator, along with the IEPTeam, determined the level and types ofsupport Mark needed, and arranged forthe necessary supports he needed to keepa job and live with others. The IEP Team,including Mark’s family and the servicecoordinator, determined that Mark couldlive with individuals with other disabilitiesin a house or apartment on a cost-sharebasis as long as he received daily assis-

tance. A residential supportperson would visit Mark everyday to monitor that his needswere being met, to help withfinances and nutrition, and toset up recreational activities.

Mark also would needtraining on how to use citytransit system, so he could travelindependently from home tojob and the community recre-

ation center. His IEP Team established anIEP goal for Mark to learn how to usepublic transportation. The Department ofRehabilitative Services counselor reportedthat rehabilitation services could assistMark in purchasing the assistive devices hewill need on the job. The service coordina-tor agreed to monitor Mark’s integrationinto the community over the year follow-ing graduation.

Mark�s Independence




ASSESSMENT that identifiesstrengths, needs, interests,preferences for adult andindependent living, includingrecreation and leisure

ü interview youth and family regarding adult and independent livinginterests and preferences (use other methods to assess interests andpreferences if student is nonverbal)

ü observe youth in independent living or recreational settingü interview youth and family regarding medical needsü interview youth and family regarding financial plansü identify transportation skills and needsü develop a list of supports student needs to be successfulü identify needed natural supports, accommodations, and support

services

DEVELOPMENT of adult livingplacement options, includingrecreation and leisure (notneeded immediately, but forplanning purposes)

ü analyze adult living options in the local area (for example, grouphomes, supported living homes, roommates)

ü analyze locality for leisure/recreation options in the local areaü coordinate with other families and youth looking for adult living

optionsü provide training and education for families and youth regarding living

and financial options for transition-aged youthü analyze community for transportation options

MATCH youth to adult livingplacement options, includingrecreation and leisure

ü analyze the demands and expectations of the adult living and commu-nity participation options

ü match the student’s assessment and list of supports to the demands andexpectations of these options

TRAINING and PREPARATIONfor adult living

ü provide instruction to prepare youth to enter identified adult living andcommunity options

ü identify potential service providers for needed supports andaccommodations

ü develop natural supportsü provide opportunities to participate in the community in the identified

settings


ü monitor progressü monitor changing need for natural supportsü monitor changing need for servicesü make adjustments, as needed

Planning for Living Independently


Knowing a wide range ofpossible contributors willbe the key to creating acollaborative transition

plan with supports tailoredto an individual’s needs.

How to Find Resourcesin Your Community

Creating a dynamic transi-tion plan like the three de-scribed above on pages 8-13 isnot easy. Keep in mind that inmany places needed serviceshave long waiting lists or aresimply unavailable. Unlikeschool services, adult servicesare not mandated by federallaw. Transition teammembers must keepdigging, networkingbroadly, and thinkingcreatively in order to helpeach young adult live asproductively, indepen-dently, and happily aspossible. Knowing a widerange of possible contribu-tors will be the key tocreating a collaborativetransition plan withsupports tailored to anindividual’s needs.

Your school district shouldhave much information ontransition services that aretypically used, such as trans-portation services and housing.Team members should talkwith special education teachersand administrators, as well asparents who have already gonethrough the transition processwith their son or daughter.Team members can then focustheir efforts on personalizingand supplementing with othernontraditional services andresources to meet the student’stransition goals. It is importantthat transition teams lookbeyond familiar agencies andservices when exploring sup-ports for individuals withdisabilities. But the team mustalso be selective and choose

supports that reflect the indi-vidual student’s needs.

Sometimes, finding transi-tion services or options re-sembles detective work. Transi-tion team members, especiallythe parents, students, andspecial educators, may need tomake phone calls to agenciesand organizations and takenotes. The white, blue, and

yellow pages of the localphone book are a good toolfor discovering transitionresources. Let Your Fingers Dothe Walking in TransitionPlanning on page 15 providessome helpful hints on how tofind possible service providersor programs.

Modern technology canenhance planning. For ex-ample, local libraries haveinformation on local govern-ment, and many now havecomputers with Internet access.Increasingly, agencies andorganizations use Web sitesand e-mail to find and shareinformation. Some of theterms listed on page 15 mayalso be useful in key wordsearches on the World WideWeb.

Part of transition planninginvolves collecting informationfrom the community to use forboth immediate needs andanticipated needs. However,sometimes making a “cold”phone call to get informationcan be intimidating. See theTransition Services PhoneInterview Guide on page 16for some ideas on how to

gather information.

Some state disabilityrights agencies provideinformation and referralservices. National informa-tion services, such as theNational InformationCenter for Children andYouth with Disabilities(NICHCY) and theNational Center on Sec-ondary Education andTransition (NCSET), offerWeb sites to provide userswith easy access to infor-

mation (see “Organizations,”page 20). Every state has aparent training and informa-tion center, known as the PTI,where people can call to getinformation on agencies andservices within their state. PTIsalso offer training in transitionplanning, as do other majordisability groups such as theArc, United Cerebral Palsy(UCP), Centers for Indepen-dent Living, and others.


Let Your Fingers Do the Walking in Transition Planning

White Pages Blue Pages Yellow Pages

The Table of Contents mayinclude references such as“Community Service Numbers”or “Disabilities, Services forIndividuals with.”

Some of the headings you willfind that might relate to thevarying service needs of youthwith disabilities include:

Adult ProtectionDisabilities ServicesEducationEmploymentFinancial AidHandicapped/DisabledHousingHuman RightsHuman ServicesMental Health & Mental RetardationRecreational/Social DevelopmentRehabilitationSocial Security AdministrationSocial ServicesTransportationVolunteer Opportunities

Local, state, and federal govern-ment listings can always befound in the Blue Pages of thephone book.

Local Listings might have some ofthe following headings:

Employment Opportunities & InformationHousingHuman Resource ManagementMayor’s Office on DisabilitySocial Services

State Listings might have some ofthe following headings:

ChildrenClinicsEducationHealth ServicesHousingLaborLibrariesMuseums & TheatersSocial Services

Local, State and Federal Govern-ment Listings will include numbersfor all state and governmentagencies. Examples of these wouldbe:

Employment CommissionMedicaidMental HealthMental RetardationRehabilitation ServicesSocial ServicesTransitional Living CenterTransportation DepartmentVocational Evaluation Center

Check out the Index ofcommonly used terms.Using key words, here are afew examples of what youmight find:

Disability: Access Unlimited;Adult Care Services; AssistedLiving; Charter’s MobilityCenter; Paradapt Services

Associations: Arc; BoyScouts; Families for Chil-dren with Mental HealthConcerns; Information &Referral-United Way;Learning DisabilitiesCouncil; NeighborhoodHousing Services

Mental Health: Alliance forthe Mentally Ill


Transition Services Phone Interview Guide

When you are starting your cold calling and search for service providers, start with agencies that can refer you toother organizations, such as Vocational Rehabilitation or an Independent Living Center.

Name of OrganizationName of Person You Spoke withPositionAddress

Phone Number Fax Number Date Contacted

Sample phone script:

“Hello, this is _____________________. I am a (teacher, parent, family member, administrator, coordinator) of ayouth (young adult) who is” [OR if you are the student, then “I am”] __________ (exploring career options, exploringwhere to live after graduation, interested in a recreational program, or whatever fits your ultimate goals). I am lookingfor information to help in planning for my (own, son’s, daughter’s, family member’s, student’s) future. I found yourorganization through ______________________________ (another agency, the yellow pages, a publication) and I aminterested in learning more about what services you provide (or what your organization does). Could you tell mewho in your organization I should talk to about this? Thank you.

Please tell me about your agency/organization. Who do you serve? What services do you offer?

How does one get involved with your agency/organization? Are there special eligibility or admission requirements?How does one apply?

Are there costs involved in participating in your agency’s or organization’s programs? If so, how much are they? Doyou offer special rates?

Do you have any ideas about how your agency or organization might help meet a need such as: [Describe a “specificproblem or need” that you might have, for example: youth has a visual disability and needs assistance changing buses;youth has physical disability and is interested in playing a sport; teen parent with a learning disability needs child care sothat she can go to work after school; and so forth.]

Could you refer me to some other people, agencies, or organizations that might offer some services to meet thisneed?

Do you have any written materials describing your agency (or organization)? If so, could you please send them to me_______________________ [your name] at ______________________________ [your address]. Thank you forspeaking with me today. This information is very helpful in planning my (own, student’s, son’s, daughter’s) future asa member of our community. Best wishes for fulfilling your agency’s (or organization’s) mission.


Community LevelTransition Teams

While many people areinvolved in helping improvetransition services for studentsat an individual level, there is amovement to improve thetransition system at the com-munity level. Many states havecreated community groups thathelp with planning at the locallevel. They may be called bydifferent names, such as “com-munity transition team,”“interagency communitycouncil,” or “local transitionadvisory group.” No matterwhat they’re called, these teamsusually include representativesfrom disability-related agenciesand the community who cometogether with the mission ofimproving the transition ofyoung adults with disabilitiesfrom school to adult life. Theidea behind developing thesecommunity transition teamshas been that they are operatedlocally and therefore are ableto:

² share resources and fund-ing,

² hold information fairs,

² try out new ways of servingyouths and young adults,and

² help change or influencepolicies and procedures.

Transition teams can be astrong force within the com-munity. Their primary purposeis to assess how a community’stransition services systemworks and to develop policiesand procedures to make thissystem work better. They can

identify the best ways to meetthe needs of youth with dis-abilities leaving the localschools within their commu-nity. They can promote actionsthrough school boards andother governmental entities inareas such as policy and fund-ing.

To find out ifyour community has atransition team andhow you can getinvolved, contactyour:

² Local school orschool district’sdepartment ofspecial education:Ask to talk to theperson in chargeof the transition ofstudents with disabilities inthe district.

² Parent Training and Infor-mation Center (PTI): If youdon’t know how to get intouch with your state’s PTI,call NICHCY for the num-ber.

² State Transition Systems-Change Project: Call theNational Center on Sec-ondary Education andTransition (see “Organiza-tions,” page 20).

If a community-leveltransition team does notalready exist in your area, youcan take steps to create one.When participating agenciesand the community at largesupport community transitionteams, they have the potentialto create a well-connected,culturally diverse, and veryresponsive transition services

system. Here are some stepsyou can take to get a commu-nity transition team started:

² Find out what your com-munity is already doing.Assess the range of transi-tion services going on inyour school and commu-

nity by talking with schoolprofessionals, parents, andcommunity and parentgroups.

² Identify areas that needimprovement. Decide whattransition services arelacking and which of thethese service gaps you wantto address.

² Make a plan. Talk withschool professionals,parents, community andparent groups, and othersabout ways to addressthese service gaps (e.g.,starting a career develop-ment center at school,holding informationmeetings, doing researchon other communities’transition systems).

² Measure your success. Agreeon what you will use todetermine if your efforts

Community transitionteams can identify the bestways to meet the needs of

youth with disabilitiesleaving the local schoolswithin their community.


are successful (e.g., everystudent will be involved inat least three job shadow-ing experiences, the schooldistrict will hold twotransition information fairseach year).

Conclusion: Taking theFirst Steps

To improve transitionresults for young people withdisabilities, individual transi-tion team members and com-munity transition team mem-bers must work creatively.Many services exist in everycommunity. If transition teammembers cultivate relation-ships with these resources andcombine successful teamworkmethods with the servicesavailable in their community,they will be able to createdynamic individual plans.Here are some starting steps.

Students:

² Write down your long-termgoals and what you thinkyou need to do to reachthese.

² Read your IEP and transi-tion plan and decide if theplan is being implemented.

² Tell your teachers you wantto lead your own IEPmeeting and ask them tohelp you learn what to do.

² Learn about your civilrights under the law, suchas the Americans withDisabilities Act.

² Learn about your disability,how to explain to peopleyour strengths, and how to

ask for reasonable accom-modations.

² Practice job interviews and/or asking for accommoda-tions.

² Talk with your doctor andparents about your healthcare needs so you will beready to take responsibilityfor them.

² Ask your teacher how to getinvolved with yourcommunity’s transitionteam.

Family Members:

² Observe your son ordaughter’s independentliving skills, work behav-iors, social involvement,dreams, and hopes.

² Call your child’s teachersand ask that transitionservices, including financialplanning, be addressed atyour next meeting.

² Help your child learn abouthis or her disability andhow to ask for the sup-ports he or she needs.

² Give your child responsibil-ity for chores at home.

² Role play different situa-tions with your child (e.g.,interviews).

² Discuss your child’s medi-cal needs with him or herand facilitate discussionswith your doctor.

² Introduce your child toadult role models withdisabilities.

² Look in your phone bookand Yellow Pages andidentify three new possibleresources to help your sonor daughter’s transition toadult activities.

School or AgencyAdministrators:

² Evaluate transition servicesin your system.

² Look into establishing orstrengthening your com-munity transition team.

² Make a phone call todevelop a new communityagency contact.

² Find some funding to shareacross agencies or forservice development.

² Set up a meeting with staffmembers to learn eachperson’s expertise in transi-tion.

² Develop a cooperativeagreement with anotheragency specifying how tocoordinate transition.

² Encourage your staff to becreative in problem solving.

Special Educators:

² Talk to students and fami-lies about transition ser-vices.

² Ask to attend a conference,workshop, or other learn-ing opportunity related totransition.


² Teach students about theircivil rights under the law,such as the Americans withDisabilities Act.

² Pledge to conduct collabo-rative, needs-based IEPmeetings that empoweryouth and families.

² Provide youth with step-by-step activities thatfamiliarize them with theIEP process and preparethem to take active roles.

² Call the local rehabilitationcounselor or mental retar-dation case manager andcoordinate a meeting.

² Use the Transition ServicesPhone Interview Guide inthis publication (page 16)and call one communityagency or resource.

Vocational Educators/Educators:

² Contact a special educatorand find out when IEPs arescheduled for your currentor future students.

² Offer to provide a tour ofyour program and shareyour knowledge andexpertise in job competen-cies, job development, andjob placement.

² Identify one studentreceiving special educationservices and work with himor her to provide voca-tional counseling to helpdefine realistic career goals.

² Develop a plan to coordi-nate your work-studyprogram with all the special

education community-based work programs.

Guidance Counselors:

² Create a workshop forstudents on self-advocacyskills that would promotesuccess in postsecondaryeducation or employmentsettings.

² Ask to attend a workshop,inservice, or other trainingto learn about communityagencies and resources.

² Ask a college representativeabout services for studentswith disabilities.

Community Agency ServiceProviders:

² Attend a workshop,inservice, or other trainingto learn about communityagencies and resources.

² Develop a folder thatcontains some of thewealth of information youhave about communityresources and how toaccess them, and share withIEP Team members, transi-tion councils, families,students, and administra-tors.

² Identify three things thatcould help you activelyparticipate in the IEPprocess when appropriate,and share these with the

high school administratoror special educator/transi-tion specialist.

Vocational RehabilitationCounselors:

² Schedule regular officehours at schools that youwork with.

² Support activities and useof assistive technology forstudents in high schoolthat result in employment.

² Serve on a local transitioncommittee.

² Share your knowledge ofthe job market and jobassessments.

Any of the Above:

² Identify two ways you canadd to the collaborativetransition planning process;share this with administra-tors, special educators/transition specialists, orother service providers.

² Offer to take the lead todevelop a communitytransition resource direc-tory for your community.

² Most of all, take any oneproactive step in yourcommunity towards col-laborative transition plan-ning and observe theresults.

You can work to improvethe system of transition ser-vices both at the individuallevel and in your community.It’s worth it!


Organizations

Alliance for Technology Access (ATA), 2175East Francisco Boulevard, Suite L, San Rafael, CA94901. Telephone: (800) 455-7970; (415) 455-4575; (415) 455-0491 (TTY).E-mail: [email protected]: www.ataccess.org.

Americans with Disabilities Act Disability andBusiness Technical Assistance Centers (DBTACs).(The DBTACs provide information, referral, TA, andtraining on the ADA.) Telephone: 1-800-949-4232.Web: www.adata.org.

Association on Higher Education and Disabil-ity (AHEAD), University of Massachusetts Boston,100 Morrissey Boulevard, Boston, MA 02125-3393.Telephone: (617) 287-3880; (617) 287-3882(TTY). E-mail: [email protected]. Web:www.ahead.org.

Beach Center on Families and Disability,University of Kansas, 3111 Haworth Hall, Lawrence,KS 66045. Telephone: (785) 864-7600.E-mail: [email protected]: www.beachcenter.org.

Easter Seals—National Office, 230 W. Monroe,Suite 1800, Chicago, IL 60606. Telephone: (800)221-6827; (312) 726-6200; (312) 726-4258 (TTY).E-mail: [email protected]. Web: www.easter-seals.org.

Easter Seals Project ACTION, 700 13th StreetNW, Suite 200, Washington, DC 20005.Telephone: (202) 347-3066; (202) 347-7385(TTY). E-mail: [email protected]: www.projectaction.org.

Employer Assistance Referral Network(EARN). Telephone: 1-866-327-6669.E-mail: [email protected]: www.earnworks.com.

HEATH Resource Center (National Clearing-house on Postsecondary Education for Individualswith Disabilities), George Washington UniversityGraduate School of Education and Human Develop-ment, 2121 K Street NW, Suite 220, Washington, DC20037. Telephone: (800) 544-3284; (202) 973-0904. E-mail: [email protected]: www.heath.gwu.edu.

Job Accommodation Network (JAN), WestVirginia University, 918 Chestnut Ridge Road, Suite1, P.O. Box 6080, Morgantown, WV 26506-6080.Telephone: (800) 526-7234 (Voice/TTY); (800)232-9675 (Voice/TTY, information on the ADA).E-mail: [email protected]. Web: www.jan.wvu.edu.

Mobility International USA (MIUSA), P.O. Box10767, Eugene, OR 97440. Telephone: (541) 343-1284 (V/TTY). E-mail: [email protected]: www.miusa.org.

National Center on Secondary Educationand Transition (NCSET), 6 Pattee Hall, 150Pillsbury Drive S.E., Minneapolis, MN 55455.Telephone: (612) 624-2097.E-mail: [email protected]: www.ncset.org.

National Center on Workforce and Disability/Adult, Institute for Community Inclusion, Universityof Massachusetts Boston, 100 Morrissey Blvd.,Boston, MA 02125. Telephone: 1-888-886-9898 (V/TTY). E-mail: [email protected]: www.onestops.info.

National Collaborative on Workforce andDisability/Youth, Institute for Educational Leader-ship, 1001 Connecticut Avenue NW, Suite 310,Washington, DC 20036. Telephone: 1-877-871-0744. E-mail: [email protected]: www.ncwd-youth.info.

National Council on Independent Living(NCIL), 1916 Wilson Boulevard, Suite 209, Arling-ton, VA 22201. Telephone: (703) 525-3406; (703)525-4153 (TTY). E-mail: [email protected]: www.ncil.org.

National Information Center for Childrenand Youth with Disabilities (NICHCY), P.O. Box1492, Washington, DC 20013. Telephone: 1-800-695-0285 (Voice/TTY). E-mail: [email protected]: www.nichcy.org.

National Rehabilitation Information Center(NARIC), 4200 Forbes Boulevard, Suite 202,Lanham, MD 20706. Telephone: (800) 346-2742.E-mail: [email protected]: www.naric.com.


Office of Disability Employment Policy(formerly the President’s Committee on Employmentof People with Disabilities, U.S. Department ofLabor, 200 Constitution Avenue NW, Washington,DC 20210. Telephone: (202) 376-6200.E-mail: [email protected]. Web: www.dol.gov/odep.

Research and Training Center on Indepen-dent Living, University of Kansas, 4089 DoleBuilding, Lawrence, KS 66045-2930. Telephone:(785) 864-4095 (V/TTY). E-mail: [email protected]: www.lsi.ukans.edu/rtcil/rtcil.htm.

Technical Assistance Alliance for ParentCenters (the Alliance), PACER Center, 8161Normandale Blvd., Minneapolis, MN 55437-1044.Telephone: (888) 248-0822; (952) 838-9000;(952) 838-0190 (TTY).E-mail: [email protected]: www.taalliance.org.

Alliance for Technology Access. (2000).Computer and web resources for people with disabilities:A guide to exploring today’s assistive technology (3rded.). Alameda, CA: Hunter House. [Available fromAlliance for Technology Access. See “Organizations,”above.]

Barclay, J., & Cobb, J. (Eds.). (2001). Full lifeahead: A workbook and guide to adult life for studentsand families of students with disabilities (Rev. ed.).Montgomery, AL: Southeast Regional ResourceCenter. (Available on-line at: http://edla.aum.edu/serrc/resources.html)

Bolles, R.N. (in press). What color is yourparachute?: A practical manual for job-hunters andcareer-changers (2003 ed.). Berkeley, CA: Ten SpeedPress. (Available from: Ten Speed Press, P.O. Box7123, Berkeley, CA 94707. Telephone: 1-800-841-2665. Web: www.tenspeed.com)

DeBoer, A. (1995). Working together: The art ofconsulting and communicating. Longmont, CO:Sopris West. (Available from: Sopris West, 4093Specialty Place, Longmont, CO 80504.Telephone: (303) 651-2829.E-mail: [email protected]: www.sopriswest.com)

DeFur, S. (2000). Designing individualizededucation program (IEP) transition plans (ERICDigest E598). Arlington, VA: ERIC Clearinghouseon Disabilities and Gifted Education. (Available on-line at: http://ericec.org)

HEATH Resource Center. (2002). Creatingoptions: A resource on financial aid for students withdisabilities (2002 ed.). Washington, DC: Author.(Available on-line at: www.heath.gwu.edu/Publicationspage.htm)

MacKenzie, L. (Ed.). (2002). The completedirectory for people with disabilities: 2003 edition(11th ed.). Lakeville, CT: Grey House. (Availablefrom Grey House Publishing, 185 Millerton Road,P.O. Box 860, Millerton, NY 12546.Telephone: 1-800-562-2139; (518) 789-8700.Web: www.greyhouse.com)

Morales, T., Holland, R., & Brown, S. (n.d.).Access transition. San Rafael, CA: Alliance forTechnology Access. (Available on-line at:www.ataccess.org/resources/fpic/transition.html)

National Center on Secondary Education andTransition (NCSET). (2002). IDEA 1997:Implications for secondary education and transitionservices. Policy Update, 1(1), 1-8. (Available on-lineat: www.ncset.org/publications/policy/2002_06.asp)

Publications

Transition Research Institute at Illinois (TRI),College of Education, University of Illinois atUrbana-Champaign, 113 Children’s ResearchCenter, 51 Gerty Drive, Champaign, IL 61820.Telephone: (217) 333-2325.Web: www.ed.uiuc.edu/SPED/tri/institute.html.

U.S. Equal Employment Opportunity Commis-sion, 1801 L Street NW, Washington, DC 20507.Telephone: 1-800-669-4000; 1-800-669-6820(TTY). Web: www.eeoc.gov.

If you want more information about nationaland/or disability-specific organizations, callNICHCY at 1.800.695.0285. You can alsovisit our Web site (www.nichcy.org) and searchon-line for organizations using our “Search forInformation” feature.

More Organizations


National Center on Secondary Education andTransition (NCSET). (2002, June). Parenting post-secondary students with disabilities: Becoming thementor, Advocate, and guide your young adultneeds. Parent Brief, 1, 1-4. (Available on-line at:www.ncset.org/publications/default.asp)

National Center on Secondary Education andTransition (NCSET), & PACER Center. (2002, July).IDEA 1997 transition issues. Parent Brief, 2, 1-6.(Available on-line at: www.ncset.org/publications/default.asp)

National Center on Secondary Education andTransition (NCSET), & PACER Center. (2002,May). Age of majority: Preparing your child formaking good choices. Parent Brief, 3, 1-6.(Available on-line at: www.ncset.org/publications/default.asp)

National Center on Workforce and Disability.(2002, June). One-stop career centers: Servingpeople with disabilities. OneStops.info Brief, 1, 1-8.(Available on-line at: www.onestops.info)

National Center on Workforce and Disability.(2002, August). One-stop career centers and the newticket to work and self-sufficiency program.OneStops.info Brief, 2, 1-12. (Available on-line at:www.onestops.info)

PACER Center. (1996). Transition trek game.Minneapolis, MN: Author. (Available from: PACERCenter, 8161 Normandale Blvd., Minneapolis, MN55437-1044. Telephone: (952) 838-9000; (952)838-0190 (TTY). Web: www.pacer.org)

PACER Center. (2001). Transition andbeyond...now what? Minneapolis, MN: Author. (Seecontact information above.)

PACER Center. (2002). Transition tips and tools.Minneapolis, MN: Author. (See contact informationabove.)

Rehabilitation Research and Training Center onWorkplace Supports, Virginia CommonwealthUniversity. (2000). Whose life is it anyway? A look atperson-centered planning and transition. Richmond,VA: Author. (A self-paced instructional program onCD. Order on-line at: www.worksupport.com)

Rusch, F., & Chadsey, J. (1998.) Beyond highschool: Transition from school to work. Belmont, CA:Wadsworth. (Telephone: 1-800-354-9706. Order on-line at: www.wadsworth.com)

Transition Resources from Pro-Ed

Pro-Ed offers the Pro-Ed Series on Transitionand many other transition products. Someof the titles include:

Adult agencies: Linkages for adolescents intransition

Assessment for transitions planning: A guide forspecial eduaction teachers and related servicepersonnel

Career counseling for people with disabilities: Apractice guide to finding employment

Developing transition plans

Family involvement in transition planning andimplementation

Focus on transition: A workbook for independentliving skills

Guide to vocational assessment

Individual transition plans

Informal assessments for transition planning

Next S.T.E.P.: Student transition and educationalplanning

Self-determination strategies for adolescents intransition

Steps to self-determination: A curriculum to helpadolescents learn to achieve their goals

Teaching occupational social skills

Transition from school to young adulthoodBasicconcepts and recommended practices

Transition planning inventory: Assessingtransition needs

Using community transition teams to improvetransition services

Working with students with disabilities invocational/technical settings

For more information about these products,contact: Pro-Ed, 8700 Shoal Creek Boulevard,Austin, TX 78757. Telephone: 1.800.897.3202.Web: www.proedinc.com.


Savukinas, R. (2001). Community colleges andstudents with disabilities. Washington, DC: HEATHResource Center. (Available on-line at:www.heath.gwu.edu/FactSheets.htm)

Sitlington, P.L., Clark, G.M., & Kolstoe, O.P.(2000). Transition education and services foradolescents with disabilities (3rd ed.). NeedhamHeights, MA: Allyn & Bacon. (Telephone: 1-800-666-9433. Order on-line at: www.ablongman.com)

Storms, J., O’Leary, E., & Williams, J. (2000).Transition requirements: A guide for states, districts,schools, universities, and families. Minneapolis, MN:Institute on Community Integration, University ofMinnesota. (Available on-line at: http://interact.uoregon.edu/wrrc/trnfiles/trncontents.htm)

Transition Coalition. (n.d.). Answers tocommonly asked questions about transition services andthe individualized education program (IEP). (Availableon-line at: www.transitioncoalition.org/freepub.php3.)

Transition Coalition. (n.d.). Planning for thefuture. (Available on-line at:www.transitioncoalition.org/freepub.php3.)

Twenty-Sixth Institute on Rehabilitation Issues.(2000). The family as a critical partner in theachievement of a successful employment outcome. HotSprings, AK: Region 6 Rehabilitation ContinuingEducation Center. (Available in print from: Region 6Rehabilitation Continuing Education Center,University of Arkansas, P.O. Box 1358, Bldg. #35,Hot Springs, Arkansas 71902. Telephone: (501)623-7700. Web: www.rcep6.org. Also available on-line at: www.pacer.org/tatra/critpart.htm.)

Warger, C., & Burnette, J. (Eds.). (2000).Planning student-directed transitions to adult life.Arlington, VA: ERIC Clearinghouse on Disabilitiesand Gifted Education. (Available on-line at: http://ericec.org)

West, L.L., Corbey, S., Boyer-Stephens, A., Jones,B., Miller, R.J., & Sarkees-Wircenski, M. (1999).Integrating transition planning into the IEP process(2nd ed.). Arlington, VA: Council for ExceptionalChildren. (Available from 1110 N. Glebe Road,Suite 300, Arlington, VA 22201-5704.Telephone: 1-888-232-7733.E-mail: [email protected]: www.cec.sped.org)

And here are...selected transition resources from

Paul H. Brookes Publishers

Life beyond the classroom: Transition strategiesfor young people with disabilities

More than a job: Securing satisfying careers forpeople with disabilities

Person-centered planning: Research, practice,and future directions

Self-directed employment: A handbook fortransition teachers and employment specialistists

The transition handbook: Strategies high schoolteachers use that work!

Transition assessment: Wise practices for qualitylives

Transition to adulthood: A resource for assistingyoung people with emotional or behavioraldifficulties

For more information about these products,contact: Paul H. Brookes Publishers,P.O. Box 10624, Baltimore, MD 21285-0624.Telephone: 1.800.638.3775.Web: www.brookespublishing.com.

And from...NICHCY

A Student’s Guide to the IEP

Technical Assistance Guide: Helping StudentsDevelop Their IEPs

A Student’s Guide to Jobs

Technical Assistance Guide: Helping Studentswith Cognitive Disabilities Find and Keep a Job

These publications are available on our Web siteor by contacting us at:

NICHCYP.O. Box 1492

Washington, DC 200131.800.695.0285 (V/TTY)[email protected] E-mail

www.nichcy.org Web

NICHCY Transition Summaries are published to highlight issues of importance to the transitionneeds of young people with disabilities. NICHCY also disseminates other materials and can re-spond to individual requests for information. For further information or assistance, or to receive aNICHCY Publications Catalog, contact NICHCY, P.O. Box 1492, Washington, DC 20013. Telephone:1-800-695-0285 (Voice/TTY) and (202) 884-8200 (Voice/TTY). You can e-mail us ([email protected])or visit our Web site (www.nichcy.org), where you will find all of our publications.

NICHCY thanks our Project Officer, Dr. Peggy Cvach, at the Office of Special Education Programs(OSEP), U.S. Department of Education. We would also like to thank the other individuals whoreviewed this document: Marlene Simon, Ph.D., Associate Division Director, Secondary Transition/Postsecondary Team, Office of Special Education Programs, U.S. Department of Education;Suzanne Butcher, parent; Jane Everson, Ph.D., Human Development Center; Barbara Guy, Ph.D.,National Transition Network; Richard Horne, Ed.D., National Transition Alliance; Julie Kistler,special educator; Jane Johnson, PACER Center; and, Deborah Leuchovius, PACER Center. We wouldalso like to express our great appreciation to the author, Sharon deFur, for sharing her expertisewhich made this publication possible.

Project Director Suzanne RipleyDirector of Information Services Donna WaghornPublications Director Lisa KüpperEditor Mary Kate GutiérrezAuthor Sharon deFur, Ed.D.

Assistant Professor, School of EducationCollege of William and Mary

This information is copyright free. Readers are encouraged to copy and share it, but please credit theNational Information Center for Children and Youth with Disabilities (NICHCY). Please shareyour ideas and feedback with our staff by writing to the Editor.

A Special Thank You...

This publication would not becomplete without a special thank you to

David Houchins, for the valuable researchhe contributed to this

publication.

National Information Centerfor Children and Youth with Disabilities

P.O. Box 1492Washington, DC 20013(800) 695-0285 (V/TTY)(202) 884-8200 (V/TTY)

E-mail: [email protected] Web: www.nichcy.org

Publication of this document is made possible through Cooperative Agree-ment #H326N980002 between the Academy for Educational Developmentand the Office of Special Education Programs, U.S. Department of Education.

The contents of this document do not necessarily reflect the views or policies of the Department of Education,nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S.Government.

This publication is copyright free. Readers are encouraged to copy and share it, but please credit the NationalInformation Center for Children and Youth with Disabilities (NICHCY).

NICHCY

Documents

Transition Planning: A Team Effort By Sharon H. deFur, Ed ... · adulthood. The Individuals with Disabilities Education Act (IDEA) acknowledges this and contains provisions meant