Transition setting + transition planning

The World of Work

Transition planning should include consideration of work goals for students who plan on

Prior to entering the world of work full-time.

Transition Setting (The World of Work)

Military Enlistment Postsecondary Education Options

Other Options

Educators concerns in student’s transition to the world of work:

Limited resources for identifying potential work or career options.

Limited resources for planning coursework and experiences to prepare the student for those options.


Lindstrom and Benz (2002) identified three phases of career development:


Exploratory

Unsettled

Settled

Holland proposed a taxonomy for both personality types and work environments. This is known as RIASEC Theory or Holland’s Taxonomy


RIASEC Theory identifies six related types of personalities and work environments.


REALISTIC“The Doer”

ARTISTIC“The Creator”

INVESTIGATIVE

“The Thinker”

ENTERPRISING“The Provider”

SOCIAL“The Helper”

CONVENTIONAL

“The Organizer”

Disabilities in the workplace

Identifying potential work direction

Possessing job-seeking skills

Appropriate skills related to managing potential influences of their disability


The Military

The decision to join military involves weighing of variety of factors, which may pose a challenge for those with mild disabilities.


The Military

To be considered eligible for military standard must be met for: (Department of Defense Instruction 1304.26)


Age

Citizenship

Aptitude

Education

Physical Fitness

Dependency Status

Moral Character

The Military

Student’s identified as having Academic Skills Difficulties or Perceptual Defects secondary to organic or functional mental disorders that interfere with work after age 12 may be rejected from military service.


The Military

Specific Learning Disability, ADHD and EBD and other mild disabilities does not immediately exclude a student from eligibility but the degree to which it impacts an individual functioning may.


The Military

Those considering a transition into the military are advised to do the following:

Talk to a knowledgeable recruiter and apply anyway.

Be completely honest and open about your medical and educational background


The Military

Those considering a transition into the military are advised to do the following:

If you are disqualified initially on medical grounds, ask how you can apply for a waiver.


Postsecondary Education Options

A significant factor in earning is whether or not a person attends some form of secondary education.



Student’s with mild disabilities are participating in postsecondary education in increasing percentages.

Often these students are “dual-enrolled” in secondary and postsecondary.



Adult Basic Education (ABE)

The curricular focus in ABE Programs is almost exclusively on basic skills.

Learner-centered and individually paced




Adults enrolled in ABE programs should therefore be prepared to work intently on some of the same skills by which they were challenged in their K-12 program




The individuals must have the skills of contacting the agency and providing necessary documentation for enrollment.




Admission to adult basic education placements typically depends solely on making application.




Transition preparation for ABE programs should address student’s clarification of their goals and understanding of what ABE will require.



Two- and Four-Year Colleges

Enabling students to participate in college settings as part of transition services greatly expands their prospects for successful

transition in all the quality of life areas.




Transition preparation for ABE programs should address student’s clarification of their goals and understanding of what ABE will require.




ITP teams need to be sure that students planning to transition to college or another postsecondary education option are motivated and prepared for the learning routines expected in college.



Two- and Four-Year Colleges Skinner and Lindstrom identified the

following as influential to college success for students with mild disabilities:

Knowledge of nature of their disability



Awareness of degree of Impairment

Knowledge of compensatory strategies

Ability to proactively manage a disability

Available emotional and academic support

Motivation and Willingness to preserve when condition are adverse



Six Problems that persistent in Transition Planning

(Cummings Maddux and Casey)

Inadequate

transition planning

Inconsistencies between

secondary or postsecondary

curriculum requirements

Failure to coordinate activities between

schools and postsecondary institutions or

community agencies

1 2 3


Six Problems that persistent in Transition Planning

(Cummings Maddux and Casey)Inadequate transition services

Beginning transition plan

too late transition

Initiatives that do not

begin in early K-12 years

45

6

Transition Setting (The World of Work)Postsecondary Education Options

Making Assistive Technology Work in Postsecondary Transitions

Problems encountered by LD students in using assistive technology accommodation:

The use of assistive technology in the role of “cognitive prosthesis”


The availability and high cost of assistive technology

Abandonment by students of purchased assistive technology

Training needs related to the use of technology and assistive devices

Eligibility questions


Documentation Needs

Students with mild disabilities should have up-to-date psychoeducational evaluations.


Documentation Needs

The IDEA requires that the IEP/ITP team provide a summary of performance (SOP) statement for students who do not receive a reevaluation prior to exciting secondary education.


Documentation Needs

SOP includes: a summary of the student’s

academic achievement and functional performance

state recommendations

file

Transition Setting (The World of Work)Independent Living and Community Participation

Independent living is defined as “those skills or tasks that contribute to the successful independent functioning of an individual in adulthood”


Independent living is defined as “those skills or tasks that contribute to the successful independent functioning of an individual in adulthood”


Independent living does not necessarily mean that young adults with disabilities will live self-sufficiently outside of their parent’s homes.

Transition Planning

Must begin no later than the IEP year in which student turns 16.

Should be done in collaborative process with the students.

IEP Team is responsible for anticipating, developing and implementing the transition plan.

Transition Planning

The members of the IEP Team are also the member of the ITP Team.

Transition Planning Team

General Ed. TeacherSpecial Ed. Teacher

Administrator

Student

ParentAppropriate Others

IDEA stipulates that the ITP team should invite the participation of the representatives of other agencies.


CounsellorsEmployer

Job Coach

Residential Specialist

Postsecondary institution Accommodation Manager

Members of agencies and institutions not affiliated to public school districts cannot be compelled by the IDEA in the transition planning process.

Teams may not always be able to identify specific agencies or institutions for a given student’s interests.


Informs the team as to the nature of the different options, what the additional options may be and requirements for

obtaining the different options.


Transition Specialist

Guidance CounselorCareer Counselor

The professional accreditation standards for school counselors, state that school counselors should be prepared to facilitate education transitions.


School Counselors

Standards for Educators Participating in Transition

PlanningThe Division on Career Development and Transition (DCDT):

has recommended a number of skills and actions secondary level special educators needed to able to perform in the transition process.

categorized the skills and actions span planning and service responsibilities into 5 categories.


PlanningCategory 1: STUDENT – FOCUSED PLANNING Educators should be able to :

identify students’ goals and needed accommodations

identify measurable transition goal

develop students abilities to participate in transition planning and activities


PlanningCategory 2: STUDENT DEVELOPMENT AREA Educators should:

teach self-determination skills, independent living and family living skills

use mentors to facilitate student learning


PlanningCategory 3: INTERAGENCY COLLABORATION Educators should:

interact effectively with community service providers

collaborate with general and vocational educators as needed


PlanningCategory 4: FAMILY INVOLVEMENT Educators should:

provide information to family about transition services

facilitate parents’ attendance and participation in the transition planning process.


PlanningCategory 5: PROGRAM STRUCTURES AND POLICIES

Educators should:

prepare to develop outcome-based curricula

provide flexible program and curricula options among other skills.


PlanningThe Council for Exceptional Children (CEC) has also identified a number of knowledge and standards for special education transition specialist.

Many school district employ transition specialist to:

have specific responsibilities for coordinating transition efforts.

serve as member of an ITP team.

The Individualized Transition Plan

is a part of the IEP that outlines transition goals and services for the student.

is the template for mapping out long-term adult outcomes from which annual goals and objectives are defined.


IEP and ITP team may meet separately.

Individuals who serve on the IEP/ITP teams solely for transition purposes are not needed for IEP development.

IDEA requires that a transition plan be recorded and updated annually.


statement of needs

profiles of student’s relevant weaknesses and strengths

all categories of informationannual goals

service delivery plans for addressing

the goals

Proper ITP include: