Transcript Individual with Disabilities Education Act

Transition Planning:
What You Need to Know
Marsha S. Tennant M.Ed
Horry County Schools
High School Learning Specialist
[email protected]
843-488-6741
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Barriers Students
Will Encounter As Adults
• Maintaining a home
• Community involvement
• Personal/Social
Relationships
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The Individuals with
Disabilities Education Act
(IDEA)
Federal statute intended to assure equal
access to educational services for
students with disabilities.
Provides for a free, appropriate, public
education in the least restrictive
environment (LRE).
IEP’s utilized for student
education planning and monitoring.
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Definition of
Transition
…..A coordinated set of activities for a child with a
disability that—
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 post-secondary
education, vocational education, integrated employment
(including supported employment), continuing and adult
education, adult services, independent living or community
participation; (H.R. 1350; Section 602)
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Definition of
Transition (Continued)
(B) Is based on the individual child’s needs,
taking into accout the child’s strengths,
preferences and intersts; and
(C) Includes
• Instruction,
• Related Services,
• Community Experiences,
• Employment and other Post-School Living
Objectives, and
• Where appropriate Daily Living Skills and
Functional Vocational Evaluation.
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“ beginning not later that the first IEP be in effect
when the child is 16, and updated annually
thereafter—
(aa) Appropriate measurable postsecondary goals based
upon age appropriate transition assessments related to
training, education, employment, and, where appropriate,
independent living skills;
(bb) The transition services (including courses of
study) need to assist the child in reaching those goals;
and ….
IDEA Amendments of 2004
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TRANSITION:
A USER-FRIENDLY DEFINITION
SKILLS NEEDED UPON EXIT OF HIGH
SCHOOL
 SKILLS THAT MATCH INTERESTS
AND PREFERENCES
 LEARNING THAT MAXIMIZES
INDEPENDENCE
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THE IEP
TRANSITION TEAM
Student
Parent(s)/Guardian(s)
General Education Teacher
Special Education Teacher
Person to interpret the Evaluation
LEA Representative
Appropriate Agency
Representative(s)
Other Individuals, As appropriate
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CONTENT OF THE
TRANSITION IEP
• Statement of the Present level of Performance (strengths; parent
concerns; evaluation results; academic, functional, &
developmental needs)
• Measurable Postsecondary Goals (based upon age appropriate transition
assessments (related to training, education, employment and,
where appropriate, independent living skills))
• Transition Services (including courses of study) needed to assist the
student in reaching those goals.
• Measurable Annual Goals (academic and functional)
Enable the child to be involved in/make progress in general ed.
• Statement of special education, related services, supplementary aids,
and a statement of modifications to be used.
• Statement of participation in statewide testing.
• All interagency responsibilities & linkages.
• Statement of how progress will be measured and reported.
• Age of majority rights, if appropriate.
• Projected beginning and ending dates of services.
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Common Themes for
Student Success
•
•
•
•
Student participation
Family Involvement
Early Focus on Transition
Culturally Sensitive
Planning
• Comprehensive Planning
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Special Considerations
•
•
Individualized Planning – no cookie
cutter formula.
Vocational preparation – should have
systematic vocational assessment,
exploration and job training. Identify
academic, interpersonal and
vocational skills needed.
• Job seeking & Placement – need
structured job-seeking
curriculum.
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Special Considerations
(Continued)…
•
•
•
Follow-up and Support Services – need
for a link to college support services and
coordination.
Academic remediation & Support –
students are ill-prepared for the
demands of post-secondary school.
Understanding one’s disability – Must
accept deficiencies and understand how
disability affects learning.
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Recommended steps
before leaving high school
•
•
•
•
•
Teach students to set postsecondary goal early and plan the
steps needed meet that goal.
Insure that IEP’s meets students’ strengths, weaknesses,
interests and needs.
Teach students to know the academic standards being
covered and their progress toward mastering these
standards.
Facilitate students’ choices of postsecondary institutions
early so they will know the entrance requirements and
determine if they can meet these requirements.
Make sure that senior year transition plans include the
necessary documents to identify them as a student with a 13
disability.
•
•
•
•
•
•
Before Leaving High
School……
Ensure students connect with Disability Service
Coordinators at the postsecondary institutions.
Develop individual student portfolios that represent the
student’s knowledge, skills, and successes both in
academic and social settings.
Teach students to plan ahead for taking college entrance
exams (and request appropriate accommodations).
Provide opportunities for practicing self-advocacy skills.
Develop a support system that includes family, mentors,
and peers.
Teach students about their legal rights and
responsibilities under Section 504.
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Transition Programming Freshman
•
•
•
Develop an understanding of learning
disabilities. What is a learning
disability.
Develop an understanding of their own
learning disability. Build greater selfadvocacy skills.
Select courses that will prepare
students for college. Access the
guidance counselor.
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Programming
for Freshman Cont….
•
•
•
Remediate organizational skill
deficits.
Explore career options – planning
ahead for present and future events.
Develop greater independence – can
the student secure a summer job for
work experience.
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Transition Programming for
Sophomore Year
•
•
•
College Prep classes – can’t retreat to
lower-track classes.
Planning – student must begin to take
active role in transition meetings.
Learning Strategy Instruction – must
have those basic skills.
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Sophomore Year
Continued…..
•
•
Foster self-determination –
advocate for themselves.
Modify goals as needed
Career Exploration – often have
inability to get beyond present.
Can’t see the big picture. Need
to actively explore options that
are available.
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Transition Programming
for the Junior Year
•
•
•
Explore postsecondary options. Need to
learn that to get a good job, must have
additional training.
Evaluate LD support systems – find out
what services are available at various
colleges. Usually are more minimal than
found at high school.
Preparation for ACT/SAT – if they don’t
do well, should take a course to help
prepare.
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Junior Year Continued…….
•
•
Personal Transition file – collect and
maintain material for personal file,
such as transcripts, medical
information, resume, letters of
reference, work samples. Narrowing
post-secondary options.
Finalize taking the ACT/SAT.
•
Send off for college applications.
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Transition Planning for the
Senior Year
•
•
•
•
•
Filling out application forms. Send in early.
Choose references very carefully. Make
sure the letter addresses motivation and
student’s potential.
Try and arrange for job shadowing and
internship experiences if possible.
Refer student to outside agencies if necessary
– such as VR.
Financial forms need to be completed if
appropriate.
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The IEP Team Must Consider. . .
 Strengths of the
Child
 Concerns of the
Parent
 Student Preferences
and Interests
 Evaluation Results
 Braille or auditory aids
 Speech and language
concerns
 Assistive Technology
 Transition Services
 Necessary Behavior
Strategies,
Interventions, and
Supports
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Least Restrictive
Environment (LRE)
Regular Education setting must be
considered FIRST
If the setting is not satisfactory, what
would make it work?
Additional Considerations:
– Learning of Peers
– Teacher’s Ability to Teach
– Scarce Resources
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Student’s Rights
• Beginning at least one
year before reaching
the age of majority,
the student’s IEP
must include a
statement that he has
been informed of his
rights that will
transfer to him on
reaching the age of
majority.
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Placement
Decisions
occur after
the goals/
objectives
have been
written!!!
Placement is
based on the
annual goals
of the IEP!!!
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SC Division on Career
Development and
Transition
• www.scdcdt.org
• SDE works
collaboratively with
SCDCDT in
providing training,
etc.
• Encourage
membership!
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IEP Process for Transition
Include Student at 14 or younger
Statement
Present
Post-school
of
Levels of
Goals
Educational Transition
Service
(Vision) Performance
Needs
Statement
Annual
of Needed Goals/Short
Transition
term
objectives
Services
14 year old
16 year old
(course of study) (linkages)
Adapted from:
copyright 1998, Ed O’Leary
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