This document provides information about transition planning for students with disabilities moving from high school to adulthood. It discusses the importance of transition planning and outlines the transition planning process. Key points include:
- Transition planning helps students with disabilities plan for living, career, and community living skills after high school. The IEP for students aged 16 and older must include transition planning.
- The transition planning process involves assessing the student's strengths and needs, setting goals for after high school, and identifying the services and supports needed to achieve those goals.
- A transition planning team is assembled which may include the student, family, teachers, rehabilitation counselors, and other professionals. They work together to develop the transition plan.
Part 1-what-are-pre-ets-acc tcm1045-456542MohammadQteat1
This document provides an overview of pre-employment transition services (Pre-ETS) required by the Workforce Innovation and Opportunity Act. It defines Pre-ETS as five required services for students with disabilities ages 14-21, including job exploration counseling, work-based learning experiences, counseling on postsecondary education, workplace readiness training, and self-advocacy instruction. The document outlines requirements for states to spend 15% of vocational rehabilitation funds on Pre-ETS annually and ensures services are available statewide to potentially eligible students. It also defines what qualifies as a "student with a disability" for Pre-ETS.
This document provides information about pre-employment transition services (Pre-ETS) offered by the Arizona Department of Economic Security Vocational Rehabilitation Program. Pre-ETS include job exploration counseling, work-based learning experiences, counseling on post-secondary education opportunities, self-advocacy training, and workplace readiness training. These services are provided via workshops to students with disabilities between ages 14-22 to help prepare them for employment. The document outlines the specific components of each Pre-ETS category and how students can request services. It also describes additional programs and certifications offered to help students develop job skills.
The document discusses differences between secondary and post-secondary disability services and steps for obtaining services at the college level. Key differences include laws, required documentation, self-advocacy, parental roles, instruction, and grades/tests. The steps to gain services at ICC are outlined, including documentation, intake forms, and approved accommodations. Tips are provided for students to prepare, register, study, and maintain GPA. ICC resources like tutoring and testing spaces are also noted.
The document discusses the University of Delhi's decision to implement a grading system starting in 2013-14. It notes that the move was controversial and faced protests from teachers and students. Several concerns are raised about the grading system, including that it may overburden students, discourage hard work, and be implemented without proper consultation or discussion. Critics argue grades do not provide as much useful feedback as marks and may not accurately reflect student learning. The article concludes by calling for more democratic discussion before implementing significant changes to policy.
Building a bridge from school to communityStephsmith89
This document provides an overview of person-centered transition planning from both a systems and person-centered perspective. It discusses using person-centered planning to merge with traditional IEP requirements to create a holistic plan focused on the individual's quality of life, strengths, interests and long-term vision. Key aspects of person-centered planning covered include creating a team, discovering abilities and preferences, establishing a future vision, and identifying opportunities to achieve that vision.
1. Transition planning is a required part of the IEP process for students aged 14-22 to help prepare them for life after high school.
2. The transition plan should be based on the student's interests and vision and address postsecondary education, employment, and independent living skills.
3. Developing the plan involves assessing the student's skills, conducting family discussions, and having the student, parents, and school staff collaborate as a team.
The document discusses career development and competencies, including definitions of career development, theories on work life and individual types, and skills needed for job seeking. It also examines studies on integrating online career development training into college courses which improved students' confidence, and compares career outcomes for those who entered STEM fields from two-year community colleges versus four-year universities.
This document provides guidance for students with learning challenges in choosing a college. It includes checklists for students and parents to use when visiting college campuses. The checklists address factors like support services available, accommodations, counseling, academics, housing, and admissions requirements. The document also contains a student self-inventory for understanding one's needs and a overview of learning disabilities and conditions like ADD/ADHD. Resources for further information are provided at the end.
Part 1-what-are-pre-ets-acc tcm1045-456542MohammadQteat1
This document provides an overview of pre-employment transition services (Pre-ETS) required by the Workforce Innovation and Opportunity Act. It defines Pre-ETS as five required services for students with disabilities ages 14-21, including job exploration counseling, work-based learning experiences, counseling on postsecondary education, workplace readiness training, and self-advocacy instruction. The document outlines requirements for states to spend 15% of vocational rehabilitation funds on Pre-ETS annually and ensures services are available statewide to potentially eligible students. It also defines what qualifies as a "student with a disability" for Pre-ETS.
This document provides information about pre-employment transition services (Pre-ETS) offered by the Arizona Department of Economic Security Vocational Rehabilitation Program. Pre-ETS include job exploration counseling, work-based learning experiences, counseling on post-secondary education opportunities, self-advocacy training, and workplace readiness training. These services are provided via workshops to students with disabilities between ages 14-22 to help prepare them for employment. The document outlines the specific components of each Pre-ETS category and how students can request services. It also describes additional programs and certifications offered to help students develop job skills.
The document discusses differences between secondary and post-secondary disability services and steps for obtaining services at the college level. Key differences include laws, required documentation, self-advocacy, parental roles, instruction, and grades/tests. The steps to gain services at ICC are outlined, including documentation, intake forms, and approved accommodations. Tips are provided for students to prepare, register, study, and maintain GPA. ICC resources like tutoring and testing spaces are also noted.
The document discusses the University of Delhi's decision to implement a grading system starting in 2013-14. It notes that the move was controversial and faced protests from teachers and students. Several concerns are raised about the grading system, including that it may overburden students, discourage hard work, and be implemented without proper consultation or discussion. Critics argue grades do not provide as much useful feedback as marks and may not accurately reflect student learning. The article concludes by calling for more democratic discussion before implementing significant changes to policy.
Building a bridge from school to communityStephsmith89
This document provides an overview of person-centered transition planning from both a systems and person-centered perspective. It discusses using person-centered planning to merge with traditional IEP requirements to create a holistic plan focused on the individual's quality of life, strengths, interests and long-term vision. Key aspects of person-centered planning covered include creating a team, discovering abilities and preferences, establishing a future vision, and identifying opportunities to achieve that vision.
1. Transition planning is a required part of the IEP process for students aged 14-22 to help prepare them for life after high school.
2. The transition plan should be based on the student's interests and vision and address postsecondary education, employment, and independent living skills.
3. Developing the plan involves assessing the student's skills, conducting family discussions, and having the student, parents, and school staff collaborate as a team.
The document discusses career development and competencies, including definitions of career development, theories on work life and individual types, and skills needed for job seeking. It also examines studies on integrating online career development training into college courses which improved students' confidence, and compares career outcomes for those who entered STEM fields from two-year community colleges versus four-year universities.
This document provides guidance for students with learning challenges in choosing a college. It includes checklists for students and parents to use when visiting college campuses. The checklists address factors like support services available, accommodations, counseling, academics, housing, and admissions requirements. The document also contains a student self-inventory for understanding one's needs and a overview of learning disabilities and conditions like ADD/ADHD. Resources for further information are provided at the end.
This group project analyzed organizational issues at FPT University in Ho Chi Minh City through surveys of students and employees. The surveys found average satisfaction ratings of 4/10 for tuition fees and learning environment, 6/10 overall, and 8/10 for professor quality. Analyzing these results through organizational behavior frameworks revealed mismatches between personal and job/organizational fit for many students. Communication and formalization issues also contributed to problems. The group hopes this assignment provides an organizational behavior perspective to improve the university.
Going to College: A Guide to Transition Planning for Those with Disabilitiesmilfamln
In the 21st century, receiving appropriate postsecondary education is key to successful employment and decent quality of life. This webinar provides an overview of the transition from school and from combat to postsecondary education, discusses challenges and opportunities for students with disabilities and wounded warriors, and presents strategies for preparing the transition to postsecondary education and for succeeding in postsecondary education. Some of the strategies include person centered goal setting, understanding the demand of college, use of self-advocacy skills, and securing reasonable accommodations.
Issues in public and community health 2015Brian Witkov
This document provides information about an Issues in Public and Community Health course at Salem State University. The course is offered on Wednesdays and Fridays from 10:50-12:05 in room 213 of the O'Keefe Center. The instructor is Dr. Brian Witkov and his office hours are Fridays from 12:05-12:30 in room 127B. The course aims to help students become effective public health educators by covering topics like community health agencies and national/global public health governance. Students will learn how to plan, implement, and assess various public health programs and initiatives. The course requires attendance, participation in discussions and activities, completion of assignments, and exams.
Applying to Engineering Graduate School in the USAindomengglobal
This is Martin Kurnadi's (BSc from UC Berkeley and MSc from Georgia Tech) presentation in the Indonesia Mengglobal Bandung Outreach Event held in ITB and Unpad on September 28, 2013.
Applying to Schools Abroad? Here's Why and Howindomengglobal
The document discusses applying to graduate schools abroad, specifically focused on opportunities in the United States. It introduces Indonesia Mengglobal, a network of Indonesian students and alumni from top global schools. Key reasons to study abroad include access to higher-ranked education and better career outcomes. The document provides an overview of various degree types, school options, and factors to consider for the application process, including essays, recommendations, standardized tests, and resources for researching programs. Overall, it aims to dispel myths and provide guidance for Indonesians considering graduate study outside the country.
Presentasi Indonesia Mengglobal di #KUTalk Kampus Updateindomengglobal
Donny Eryastha gives a presentation about studying abroad, specifically focusing on why and how to study in another country. He shares his experience of being accepted to Harvard despite initial rejections. He discusses motivations for studying abroad like better education and career opportunities. Key tips for applying include thorough preparation, focusing on acceptance before funding, and addressing misconceptions. Questions are taken at the end.
A comparative study of public versus private primary schools,Alexander Decker
This document compares the performance of public and private primary schools in rural areas of Azad Jammu & Kashmir (Pakistan Occupied Kashmir). It finds that private schools generally perform better than public schools across various measures of performance, except for a few measures. Both public and private schools still lack adequate human and material resources to provide a quality education. The document reviews several other studies that have also found private schools tend to outperform public schools on factors like school facilities, teacher absenteeism, school administration, and teacher job satisfaction. However, both public and private schools in the region face challenges in ensuring a high standard of education.
Topic 6 transition support for special needs studentsscorpiolky
Transition planning helps special needs students move from school to adult life. It involves coordinating activities designed within an outcome-oriented process. Transition services can help students go to college, get jobs, find housing, and engage with their community. The transition planning process takes into consideration a student's life experiences to determine appropriate educational resources and programming from ages 14 to graduation. It is the responsibility of the student's school district to facilitate transition planning and invite outside agencies and the student to transition planning meetings starting at age 14.
This document provides an overview of factors to consider when choosing a 4-year college. It discusses the benefits of a 4-year degree, such as increased financial security and career options. It also addresses options for those not entering college immediately, such as certifications programs or transferring credits from community college. The document provides examples of 4-year colleges in Nebraska and recommends considering support for Native students when choosing a college.
Successful Transition for Students with Special Needsmilfamln
Research has shown that all students and especially those receiving special education who follow a carefully crafted transition plan are more likely to achieve post-secondary success. Helping professionals can craft these plans, but many may not be aware of the various resources available to ensure students’ successful transition. Additionally, educators are required by law to create a transition plan for students receiving special education by the age of 16; but, it is best practice to begin as early as middle school. So what are the available resources? How can helping professionals ensure that all students succeed in reaching their transition goals?
Successfully Transitioning Special Education Students After High School sagedayschool
Sage Day is a private therapeutic school for students grades 4-12 with emotional issues like anxiety or depression, and they provide counseling and support to help students gain confidence and success. They also offer in-district counseling services to supplement support for students in public schools. The presentation provided an overview of Sage Day's approach to helping students with special needs transition after high school through college and career readiness programs.
The document summarizes a case study examining how two urban Philadelphia high schools prepare non-college bound students for careers and the workforce. It finds that while the schools take different approaches, teachers generally lack guidance on career development curriculum and students receive little career advice. As a result, most students graduate without the skills needed to compete for well-paying jobs. It recommends improving teacher training, strengthening career preparation programs, and setting workforce standards for graduating students.
This presentation provides an overview of the transition planning process for youth with disabilities IEPs. Transition planning is an on-going process that begins at age 14 to prepare students with disabilities for life after high school. It requires planning, skill development, and network support.
9 November 2012 - Presentation to the PSA by Nicole Duhig Careers and College Counsellor at Prem Tinsulanonda International School in Chiang Mai, Thailand.
LAUSD Principal Presentation: College Readiness, Access and SuccessRebecca Joseph
This document discusses findings from studies on improving college readiness, access, and success for students in the LA Unified School District. Key findings include:
1) Improving academic achievement, like achieving A/B averages and scoring above national averages on standardized tests, is essential for college enrollment and completion.
2) Completing the A-G college preparatory course sequence with a C or higher strongly correlates with enrollment in 4-year colleges.
3) Supporting students' and families' understanding of the college application and financial aid process is needed to ensure academically-qualified students enroll in college.
4) Increasing college persistence and completion rates at local colleges and universities is important given current low transfer and graduation
This document summarizes an upcoming division meeting for the Division of Student Affairs and Academic Support. It provides information on the following events:
1) A lecture and Q&A with author Dr. Meg Jay on March 4th about her book "The Defining Decade" that is open to all university faculty, staff, and students.
2) A call for proposals due on March 7th for developing habits of highly effective student affairs professionals on May 14th.
3) Weekly "What's Dennis Reading" breakfasts on February 28th and April 11th at 8:00 AM at the College Grounds Cafe.
4) The January winners of the GEMS drawing from various departments within the
FPA vision: All students at Freedom Prep will have the same competitive advantage as the most privileged children in America. This ppt provides the information so you can sign up to Duke TIP!
Doi it ASAP!
The document discusses the Individualized Education Program (IEP) process. It begins by outlining the pre-referral process used to determine if a student needs special education services. This includes implementing interventions in the classroom. If a student qualifies, an IEP team develops an IEP to provide individualized supports. Key parts of an IEP include present levels of performance, annual goals, special education services, and transition planning. The IEP is reviewed annually to help students achieve educational goals.
As part of National Careers Week 2021, the NCSEHE hosted a virtual event on 21 May, showcasing major NCSEHE-commissioned research on key influencers and careers advice for equity students.
More info: https://www.ncsehe.edu.au/careers-week-webinar-careers-student-equity/
This group project analyzed organizational issues at FPT University in Ho Chi Minh City through surveys of students and employees. The surveys found average satisfaction ratings of 4/10 for tuition fees and learning environment, 6/10 overall, and 8/10 for professor quality. Analyzing these results through organizational behavior frameworks revealed mismatches between personal and job/organizational fit for many students. Communication and formalization issues also contributed to problems. The group hopes this assignment provides an organizational behavior perspective to improve the university.
Going to College: A Guide to Transition Planning for Those with Disabilitiesmilfamln
In the 21st century, receiving appropriate postsecondary education is key to successful employment and decent quality of life. This webinar provides an overview of the transition from school and from combat to postsecondary education, discusses challenges and opportunities for students with disabilities and wounded warriors, and presents strategies for preparing the transition to postsecondary education and for succeeding in postsecondary education. Some of the strategies include person centered goal setting, understanding the demand of college, use of self-advocacy skills, and securing reasonable accommodations.
Issues in public and community health 2015Brian Witkov
This document provides information about an Issues in Public and Community Health course at Salem State University. The course is offered on Wednesdays and Fridays from 10:50-12:05 in room 213 of the O'Keefe Center. The instructor is Dr. Brian Witkov and his office hours are Fridays from 12:05-12:30 in room 127B. The course aims to help students become effective public health educators by covering topics like community health agencies and national/global public health governance. Students will learn how to plan, implement, and assess various public health programs and initiatives. The course requires attendance, participation in discussions and activities, completion of assignments, and exams.
Applying to Engineering Graduate School in the USAindomengglobal
This is Martin Kurnadi's (BSc from UC Berkeley and MSc from Georgia Tech) presentation in the Indonesia Mengglobal Bandung Outreach Event held in ITB and Unpad on September 28, 2013.
Applying to Schools Abroad? Here's Why and Howindomengglobal
The document discusses applying to graduate schools abroad, specifically focused on opportunities in the United States. It introduces Indonesia Mengglobal, a network of Indonesian students and alumni from top global schools. Key reasons to study abroad include access to higher-ranked education and better career outcomes. The document provides an overview of various degree types, school options, and factors to consider for the application process, including essays, recommendations, standardized tests, and resources for researching programs. Overall, it aims to dispel myths and provide guidance for Indonesians considering graduate study outside the country.
Presentasi Indonesia Mengglobal di #KUTalk Kampus Updateindomengglobal
Donny Eryastha gives a presentation about studying abroad, specifically focusing on why and how to study in another country. He shares his experience of being accepted to Harvard despite initial rejections. He discusses motivations for studying abroad like better education and career opportunities. Key tips for applying include thorough preparation, focusing on acceptance before funding, and addressing misconceptions. Questions are taken at the end.
A comparative study of public versus private primary schools,Alexander Decker
This document compares the performance of public and private primary schools in rural areas of Azad Jammu & Kashmir (Pakistan Occupied Kashmir). It finds that private schools generally perform better than public schools across various measures of performance, except for a few measures. Both public and private schools still lack adequate human and material resources to provide a quality education. The document reviews several other studies that have also found private schools tend to outperform public schools on factors like school facilities, teacher absenteeism, school administration, and teacher job satisfaction. However, both public and private schools in the region face challenges in ensuring a high standard of education.
Topic 6 transition support for special needs studentsscorpiolky
Transition planning helps special needs students move from school to adult life. It involves coordinating activities designed within an outcome-oriented process. Transition services can help students go to college, get jobs, find housing, and engage with their community. The transition planning process takes into consideration a student's life experiences to determine appropriate educational resources and programming from ages 14 to graduation. It is the responsibility of the student's school district to facilitate transition planning and invite outside agencies and the student to transition planning meetings starting at age 14.
This document provides an overview of factors to consider when choosing a 4-year college. It discusses the benefits of a 4-year degree, such as increased financial security and career options. It also addresses options for those not entering college immediately, such as certifications programs or transferring credits from community college. The document provides examples of 4-year colleges in Nebraska and recommends considering support for Native students when choosing a college.
Successful Transition for Students with Special Needsmilfamln
Research has shown that all students and especially those receiving special education who follow a carefully crafted transition plan are more likely to achieve post-secondary success. Helping professionals can craft these plans, but many may not be aware of the various resources available to ensure students’ successful transition. Additionally, educators are required by law to create a transition plan for students receiving special education by the age of 16; but, it is best practice to begin as early as middle school. So what are the available resources? How can helping professionals ensure that all students succeed in reaching their transition goals?
Successfully Transitioning Special Education Students After High School sagedayschool
Sage Day is a private therapeutic school for students grades 4-12 with emotional issues like anxiety or depression, and they provide counseling and support to help students gain confidence and success. They also offer in-district counseling services to supplement support for students in public schools. The presentation provided an overview of Sage Day's approach to helping students with special needs transition after high school through college and career readiness programs.
The document summarizes a case study examining how two urban Philadelphia high schools prepare non-college bound students for careers and the workforce. It finds that while the schools take different approaches, teachers generally lack guidance on career development curriculum and students receive little career advice. As a result, most students graduate without the skills needed to compete for well-paying jobs. It recommends improving teacher training, strengthening career preparation programs, and setting workforce standards for graduating students.
This presentation provides an overview of the transition planning process for youth with disabilities IEPs. Transition planning is an on-going process that begins at age 14 to prepare students with disabilities for life after high school. It requires planning, skill development, and network support.
9 November 2012 - Presentation to the PSA by Nicole Duhig Careers and College Counsellor at Prem Tinsulanonda International School in Chiang Mai, Thailand.
LAUSD Principal Presentation: College Readiness, Access and SuccessRebecca Joseph
This document discusses findings from studies on improving college readiness, access, and success for students in the LA Unified School District. Key findings include:
1) Improving academic achievement, like achieving A/B averages and scoring above national averages on standardized tests, is essential for college enrollment and completion.
2) Completing the A-G college preparatory course sequence with a C or higher strongly correlates with enrollment in 4-year colleges.
3) Supporting students' and families' understanding of the college application and financial aid process is needed to ensure academically-qualified students enroll in college.
4) Increasing college persistence and completion rates at local colleges and universities is important given current low transfer and graduation
This document summarizes an upcoming division meeting for the Division of Student Affairs and Academic Support. It provides information on the following events:
1) A lecture and Q&A with author Dr. Meg Jay on March 4th about her book "The Defining Decade" that is open to all university faculty, staff, and students.
2) A call for proposals due on March 7th for developing habits of highly effective student affairs professionals on May 14th.
3) Weekly "What's Dennis Reading" breakfasts on February 28th and April 11th at 8:00 AM at the College Grounds Cafe.
4) The January winners of the GEMS drawing from various departments within the
FPA vision: All students at Freedom Prep will have the same competitive advantage as the most privileged children in America. This ppt provides the information so you can sign up to Duke TIP!
Doi it ASAP!
The document discusses the Individualized Education Program (IEP) process. It begins by outlining the pre-referral process used to determine if a student needs special education services. This includes implementing interventions in the classroom. If a student qualifies, an IEP team develops an IEP to provide individualized supports. Key parts of an IEP include present levels of performance, annual goals, special education services, and transition planning. The IEP is reviewed annually to help students achieve educational goals.
As part of National Careers Week 2021, the NCSEHE hosted a virtual event on 21 May, showcasing major NCSEHE-commissioned research on key influencers and careers advice for equity students.
More info: https://www.ncsehe.edu.au/careers-week-webinar-careers-student-equity/
This document provides information and resources to support parents in helping their children plan their careers. It discusses the importance of parental involvement in children's career development and transition pathways. It also outlines different career planning factors for high school students, such as subject selection, qualifications, and post-school options including further education, vocational training, and employment. Tips and tools are provided to help parents assist their children in self-assessment, research different careers and pathways, and develop job seeking skills.
Presented at the 2013 NPEA conference by: Urban Teacher Center, Higher Achievement Baltimore
http://www.educational-access.org/npea_conference_speakers2013.php
This document discusses transition assessments for students with disabilities. It defines transition assessments as an ongoing process that identifies students' postsecondary goals, strengths, preferences, interests and needs. Transition assessments must be conducted starting at age 16 and include measurable postsecondary goals in education, employment and independent living. Both informal and formal assessments are used to gather data from students, families, teachers and other sources to determine needed transition services. This data is documented and updated annually to guide students' transition plans.
Our goal is to ensure that more children find jobs by being academically and socially ready for their first year of college. The "College Ready" High School to College Pipeline program allows colleges and universities to enroll students that have been acculturated to college, both socially and academically. This program will increase their retention and graduation rates, while decreasing the institution's drop-out rates.
Dr. King
This document discusses gap years and options for students considering taking time off between high school and college. It provides advice on planning a productive gap year, including making goals, gaining experience through internships, volunteering, or working, and maintaining focus. It also notes potential benefits like maturity and perspective gained, but warns that gap years can be unproductive if not planned carefully. The document also introduces resources like Beam and AmeriCorps that can help students plan their gap year experiences and fund education costs upon returning to school.
1. 1
Making a Successful
Transition from
High School into the
Adult world
Joshua & Brandi
• She graduated from high school with a regular
diploma (passed AHGE)
• She is a Freshmen at Auburn University at
Montgomery
• She was the first student from Lee County to
graduate from Bridge Builders of Alabama, which is 2
year leadership organization based in Montgomery,
AL
• She is a member of Blackout organization at AUM
which is a community service program
• She is diagnosed with Asthma, Arthritis,
Fibromyalgia, and Dyslexia
• They were both members of the YAiT group
• The Ware-Heard family was featured in the 2013 Auburn
University Transition Institute Annual Report
• He graduated from high school with a regular diploma
(wavier) with 3.48 G.P.A.
• He is a Sophomore at Auburn University at Montgomery
• He is the scoreboard keeper for AUM basketball team
• In 2013 he was featured in Auburn University Transition
Institute Newsletter
• In 2013 he was appointed by Governor Bentley to the
Alabama Interagency Autism Coordinating Council
• He was diagnosed with Selective Mutism at 3 years old
• He received the diagnosis of Asperger's Syndrome in
2006
2. 2
What is Transition
• Life is full of transitions, and one of
the more remarkable ones occurs
when we get ready to leave high
school and go out in the world as
young adults. When the student has a
disability, it’s especially helpful to plan
ahead for that transition. In fact, IDEA
requires it.
Transition Service
Language
Q. When must transition service language be included in
the IEP?
A. Not later than the student's sixteenth birthday. The
point in time when transition language must be added
to the IEP for students with disabilities was raised
from the age of 14 in the IDEA of '97 to the age of 16
in the IDEA '04. However, for many students,
beginning transition services earlier than 16 may be
appropriate. And the IDEA '04 allows for it:
(VIII) beginning not later than the first IEP to be in effect when the child is 16, and updated
annually thereafter. [Section 614(d)(1)(A)(i)]
3. 3
What It Means
The IEP that is developed on or before the student’s
sixteenth birthday must contain transition service language.
If the student turns 16 before the next scheduled IEP
meeting, the IEP team is required to develop transition
services language and identify needed services during the
IEP when the student is 15 years old, so that the plan is in
effect when the student turns 16. However, it may be
appropriate for many students to begin discussing the
connection between school and careers as early as
elementary school. For other students it may be
appropriate to include transition services language in the
IEP during middle school or when the student moves from
middle to high school in order to identify appropriate
courses of study that support the student’s post-school
goals.
Questions to Start With
• Who am I?
• What are my future goals?
• What are my strengths?
• What are my limitations?
• Who will help me in school?
• Who will assist me after school in achieving my
goals?
• List preferences, interests, needs, strengths,
capabilities and aptitudes?
Sample Vision Statement
“ I would like to graduate from high school, go to the
local community college, get a job I like and live on
my own”.
4. 4
What is Transition Planning
Planning that will allow him/her to think past
high school
• Choose a living arrangement
• Obtain a career
• Develop independent and community living skills
• Access postsecondary education ultimately moving
from school to the working world.
Understand that:
• It is about individual dreams
• It is based on individual abilities and deficiencies
• It is more than just paperwork
Transition Planning Team
• Family + Friends & Neighbors
• Employers
• General and Special Education
Personnel
• Agency Representative
• Local Community Representatives
5. 5
Individuals Involved in the
Transition Planning Process
• Teachers
• School Counselors
• VR Evaluators/Counselors
• CTE Educators
• Community Rehabilitation
Professionals
• Students
• Postsecondary Education
• Disability Specialists
• Clinical Therapists
• School Psychologists
• Social Workers
• Employers
• Job Coaches
• Transition Coordinators
• Case Managers
• Related Services Staff
• Assistive Technology
• Specialists
• Parents
Sample IEP Form
6. 6
Sample IEP Form
Four Basic Transition Skills
Relevant To Students with
Disabilities:
• Ability to assess their own skills and abilities;
• Awareness of the accommodations they need
because of their disability
• Knowledge of their civil rights through legislation
such as IDEA, the Americans with Disabilities Act
(ADA), and Section 504 of the Rehabilitation Act;
• Self-advocacy skills are necessary when expressing
their needs in the workplace, in educational
institutions, and in community settings (Wandry&
Repetto, 1993)
7. 7
Daily living skills
• The student may require practice in
performing activities that adults do
every day, such as preparing meals,
shopping, budgeting, banking,
maintaining a home, paying bills, and
grooming.
Budgeting/Check writing Examples
• http://financeintheclassroom.org/downloads/CheckingU
nitLessonPlans.pdf
Electronic Banking
• https://www.wellsfargo.com/wfonline/tour/olb/high_flash
Where Can Transition
Assessment(s) be Conducted?
• Educational Settings
• Job Link Centers (One-Stop Workforce Centers)
• Mental Health Agencies and Clinics
• Vocational Rehabilitation Offices
• Community Rehabilitation Programs
• Medical and Therapeutic Testing/Screening Clinics
• Private Industries and Businesses
• Community Settings and Home
Vocational Evaluations
• Career Tests, Personality Tests and
Aptitude Tests, I.Q. Tests
8. 8
Choosing a Post-Secondary
Program
• A technical institute
• An apprenticeship or industry training program
• Job shadowing experiences in postsecondary areas
• Community College (2-year program)
ACT/SAT scores not required but they require a placement test
• College/University (4-year program) ACT/SAT scores required
Ask for accommodations during testing ahead of time for all testing
Work in competitive labor market
• Create a Resume
• List of references
• Full- or part-time basis in integrated setting
• Compensation at or above minimum wage
Develop and Implement
Plan
• Visit the institution and visit the Disability Service Office
at the institution before making a decision
• Complete the entrance application, Submit required
assessments and all other required documents
• Research funding for tuition and accommodations
o Scholarships
o Grants
o Loans
o Work Study
• Support network on and off campus
o Counseling
o Tutoring
• Living arrangements
9. 9
The Disability Service Office
Examples of Accommodations:
• Note Takers
• Software voice programs to assist students with
reading or writing
• Extended time for exams, oral exams or special
locations for exams
Assistive Technology
LiveScribe - Smartpen
Nuance Dragon - Speech recognition software
Helpful Websites
Hippocampus.org
Khan Academy
Resources
• http://www.alawin.org/
• http://www.autismspeaks.org/docs/family
_services_docs/transition/Alabama.pdf
• http://www.alsde.edu/home/Default.aspx
• http://www.ncld.org/
• http://idea.ed.gov/explore/home
• http://www.good.alabama.gov/resource-
links