Transition Planning ESE 426 January 27, 2009

Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including postsecondary education; vocational education; integrated employment (including supported employment); continuing and adult education; adult services; independent living or community participation; Transition Planning in the IDEA

Transition Planning (continued) Transition planning: Includes 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 evaluation.

When Does Transition Planning Begin? According to the IDEA: Transition planning must begin no later than age 16, or earlier, if appropriate;

Transition Planning Must Include… Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment and, where appropriate, independent living skills; The transition services (including courses of study) needed to assist the child in reaching those goals; and Beginning not later than one year before the child reaches the age of majority under state law, a statement that the child has been informed of the child's rights under IDEA, if any, that will transfer to the child on reaching the age of majority

Transition Best practices Individualized planning Involvement of family and support networks Focus on community outcomes Interagency collaboration

Key Skills for Self-Determination 1.Student self-awareness. Student should be aware of their strengths, needs, interests, and preferences. Students should understand their disability, learning styles, and accommodations, as well as their legal rights and responsibilities. This self-awareness must lead to increased positive self-esteem and confidence. 2.Problem-solving and decision making. Students should be able to define the problem, gather information and resources, identify pros and cons, make informed decisions, and communicate their preferences. 3.Goal setting. Students should learn the skills to identify their vision and long-range goals, identify all possible resources, develop an action plan to reach these goals, and evaluate the outcomes. Goal setting also includes the ability to take informed risks and to take responsibility for the consequences of their actions. 4.Communication skills. These skills include body image and posture, clearly expressing ideas and feelings, listening to what others have to say, asking questions, planning and organizing thoughts, and accepting comments and criticism.

Elements of the Transition Plan Student preferences and interests Transition strengths and needs Course of study Vocational instruction Employment Personal management Community participation