Download - 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.
Transition Setting (The World of Work)
Lindstrom and Benz (2002) identified three phases of career development:
Transition Setting (The World of Work)
Exploratory
Unsettled
Settled
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)
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”
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)
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)
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
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.
Transition Setting (The World of Work)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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
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
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”
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
Transition Setting (The World of Work)Postsecondary Education Options
Documentation Needs
Students with mild disabilities should have up-to-date psychoeducational evaluations.
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.
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
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”
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”
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.
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.
Transition Planning Team
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.
Transition Planning Team
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 CounselorCareer Counselor
The professional accreditation standards for school counselors, state that school counselors should be prepared to facilitate education transitions.
Transition Planning Team
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.
Standards for Educators Participating in Transition
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
Standards for Educators Participating in Transition
PlanningCategory 2: STUDENT DEVELOPMENT AREA Educators should:
teach self-determination skills, independent living and family living skills
use mentors to facilitate student learning
Standards for Educators Participating in Transition
PlanningCategory 3: INTERAGENCY COLLABORATION Educators should:
interact effectively with community service providers
collaborate with general and vocational educators as needed
Standards for Educators Participating in Transition
PlanningCategory 4: FAMILY INVOLVEMENT Educators should:
provide information to family about transition services
facilitate parents’ attendance and participation in the transition planning process.
Standards for Educators Participating in Transition
PlanningCategory 5: PROGRAM STRUCTURES AND POLICIES
Educators should:
prepare to develop outcome-based curricula
provide flexible program and curricula options among other skills.
Standards for Educators Participating in Transition
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.
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.
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: