This document discusses considerations for transition planning for students entering the world of work after high school. It covers potential post-secondary options like military enlistment, postsecondary education, and career development models. Educators should ensure transition plans are individualized, start early, and involve representatives from potential post-high school institutions. Effective transition planning can help students with disabilities successfully transition to adult life and careers.

1. The World of
Work

2. 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

3. 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.
Transition Setting (The World of Work)

4. Lindstrom and Benz (2002) identified three
phases of career development:
Transition Setting (The World of Work)
Exploratory
Unsettled
Settled

5. Holland proposed a taxonomy for both
personality types and work environments. This is
known as RIASEC Theory or Holland’s
Taxonomy
Transition Setting (The World of Work)

6. RIASEC Theory identifies six related types of
personalities and work environments.
Transition Setting (The World of Work)
REALISTIC
“The Doer”
ARTISTIC
“The Creator”
INVESTIGATIVE
“The Thinker”
ENTERPRISING
“The Provider”
SOCIAL
“The Helper”
CONVENTIONAL
“The Organizer”

7. Disabilities in the workplace
Identifying potential work direction
Possessing job-seeking skills
Appropriate skills related to managing
potential influences of their disability
Transition Setting (The World of Work)

8. The Military
The decision to join military involves weighing of
variety of factors, which may pose a challenge for
those with mild disabilities.
Transition Setting (The World of Work)

9. The Military
To be considered eligible for military standard must be
met for: (Department of Defense Instruction 1304.26)
Transition Setting (The World of Work)
Age Citizenship AptitudeEducation
Physical Fitness Dependency Status Moral Character

10. 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.
Transition Setting (The World of Work)

11. 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.
Transition Setting (The World of Work)

12. 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
Transition Setting (The World of Work)

13. 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.
Transition Setting (The World of Work)

14. Postsecondary Education Options
A significant factor in earning is whether or not
a person attends some form of secondary
education.
Transition Setting (The World of Work)

15. Postsecondary Education Options
Student’s with mild disabilities are
participating in postsecondary education in
increasing percentages.
Often these students are “dual-enrolled” in
secondary and postsecondary.
Transition Setting (The World of Work)

16. Postsecondary Education Options
Adult Basic Education (ABE)
The curricular focus in ABE Programs is
almost exclusively on basic skills.
Learner-centered and individually paced
Transition Setting (The World of Work)

17. Postsecondary Education Options
Adult Basic Education (ABE)
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
Transition Setting (The World of Work)

18. Postsecondary Education Options
Adult Basic Education (ABE)
The individuals must have the skills of
contacting the agency and providing
necessary documentation for enrollment.
Transition Setting (The World of Work)

19. Postsecondary Education Options
Adult Basic Education (ABE)
Admission to adult basic education
placements typically depends solely on
making application.
Transition Setting (The World of Work)

20. Postsecondary Education Options
Adult Basic Education (ABE)
Transition preparation for ABE programs
should address student’s clarification of their
goals and understanding of what ABE will
require.
Transition Setting (The World of Work)

21. Postsecondary Education Options
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 Setting (The World of Work)

22. Postsecondary Education Options
Two- and Four-Year Colleges
Transition preparation for ABE programs
should address student’s clarification of their
goals and understanding of what ABE will
require.
Transition Setting (The World of Work)

23. Postsecondary Education Options
Two- and Four-Year Colleges
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.
Transition Setting (The World of Work)

24. Postsecondary Education Options
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
Transition Setting (The World of Work)

25. Postsecondary Education Options
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
Transition Setting (The World of Work)

26. Transition Setting (The World of Work)
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

27. Transition Setting (The World of Work)
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
4
5
6

28. 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”

29. Transition Setting (The World of Work)
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

30. Transition Setting (The World of Work)
Postsecondary Education Options
Documentation Needs
Students with mild disabilities should
have up-to-date psychoeducational
evaluations.

31. Transition Setting (The World of Work)
Postsecondary Education Options
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.

32. Transition Setting (The World of Work)
Postsecondary Education Options
Documentation Needs
SOP includes:
a summary of the student’s academic
achievement and functional performance
state recommendations
file

33. 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”

34. 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”

35. Transition Setting (The World of Work)
Independent Living and Community
Participation
Independent living does not necessarily
mean that young adults with disabilities will live
self-sufficiently outside of their parent’s homes.

36. Transition Planning

37. 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

38. The members of the IEP Team are also the
member of the ITP Team.
Transition Planning Team
General Ed. Teacher
Special Ed. Teacher
Administrator
Student Parent
Appropriate Others

39. IDEA stipulates that the ITP team should invite
the participation of the representatives of other
agencies.
Transition Planning Team
Counsellors
Employer
Job Coach
Residential
Specialist
Postsecondary
institution
Accommodation
Manager

40. 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.
Transition Planning Team

41. 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 Planning Team
Transition Specialist
Guidance Counselor
Career Counselor

42. The professional accreditation standards for school
counselors, state that school counselors should be
prepared to facilitate education transitions.
Transition Planning Team
School Counselors

43. Standards for Educators Participating
in Transition Planning
The 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.

44. Standards for Educators Participating
in Transition Planning
Category 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

45. Standards for Educators Participating
in Transition Planning
Category 2: STUDENT DEVELOPMENT AREA
Educators should:
teach self-determination skills, independent living and
family living skills
use mentors to facilitate student learning

46. Standards for Educators Participating
in Transition Planning
Category 3: INTERAGENCY COLLABORATION
Educators should:
interact effectively with community service providers
collaborate with general and vocational educators as
needed

47. Standards for Educators Participating
in Transition Planning
Category 4: FAMILY INVOLVEMENT
Educators should:
provide information to family about transition services
facilitate parents’ attendance and participation in the
transition planning process.

48. Standards for Educators Participating
in Transition Planning
Category 5: PROGRAM STRUCTURES AND POLICIES
Educators should:
prepare to develop outcome-based curricula
provide flexible program and curricula options among
other skills.

49. Standards for Educators Participating
in Transition Planning
The 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.

50. 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.

51. The Individualized Transition Plan
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.

52. The Individualized Transition Plan
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: