Presentation on theme: "Transition Planning and Self-Determination for Students with Disabilities Sped 461."— Presentation transcript:
1 Transition Planning and Self-Determination for Students with Disabilities Sped 461
2 What is transition?Transition is concerned with a student moving from high school to adult lifeTransition has been included in IDEA since the 1990 because the first students graduating from special education were experiencing inadequate post-school results.Current IDEA requires that transition planning be a part of a student’s IEP beginning at age 16. However, in Illinois, the requirement is 14 ½.
3 Transition is….. Results-oriented Student-centered focus on measurable postsecondary goals that include postsecondary education, integrated employment, and full participation in the communityStudent-centeredtransition services must be based upon "student needs, taking into account student strengths, preferences, and interests.“ (IDEA 2004)Transition planning should actively involve a student an his/her familyA coordinated effortLinking schools and community agencies/support services
4 Transition Services The transition services listed in IDEA include: instruction,related services,community experiences,the development of employment and other post-school adult living objectives, and,when appropriate, acquisition of daily living skills and functional vocational assessment.
5 Transition ServicesTransition services are highly individualized and what might work for one student may not be appropriate for another.Transition services can be considered to be services and supports needed by a student with disabilities in order to make a successful transition from school to adult life.Successful transition planning is a lifelong process in which the student, family members, friends, and professionals come together to develop and act upon a plan of action that will lead to a successful adult life.Taken from: Transition Coalition training module,
6 What is self-determination? The attitudes, abilities, and skills that lead people to define goals for themselves and to take the initiative to reach these goals.- Ward, 1988Acting as the primary casual agent in one’s life and making choices and decisions regarding one’s quality of life free from undue external influence or interference.Wehmeyer, 1996
7 What are self-determination skills that I can teach my students? Choice-makingDecision-makingProblem-solvingGoal-setting & attainmentSelf-managementIndependence, risk-taking, safetySelf-advocacyLeadershipInternal locus of controlSelf-awarenessSelf-knowledgeSelf-efficacy
8 Take a minute… Quickwrite: Think about a time in your life when you used self-determination skills. Take a couple minutes to write about that experience.What self-determination skill(s) did you use?How did your use of these skills help you navigate the experience, situation, issue, goal?
9 How do I do it? Infuse self-determination skills into academic content Use a person-centered planning approachSupport students in actively participating in IEP development and meetingsIntegrate self-determination skills into IEP goals that support postsecondary goalsIncrease disability and ABILITY awareness in students, parents, teachers, and the communityAwareness is not the same as emphasis- Virginia Department of Education
10 ResourcesThe Transition Coalition—great resource for all things related to transition. Has training modules, examples of assessments, and publications for educators and families.UIC offers a LBS2 certification program with an emphasis on transition. See concentration 2: