Unit III : What do I Need to Know?

A. When does Transition begin?

B. Is there a formal plan?

C. What is my role?

When does Transition begin?

IDEA '04 states Transition services language must be included in a student's IEP "beginning not later than the first IEP to be in effect when the child is 16, and updated annually thereafter-" [Section 614(d)(1)(A)(VIII)]. Although Transition services language is not mandated to be in effect until age 16, best practices are that we consider Transition planning prior to age 16. Discussions about Transition services language before a student is 16 might center on the course of study.

The primary focus is planning an educational program to assist the student with successful movement from school to adult life. Transition services refers to a "coordinated set of activities for a child with a disability that- (A) 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..." [Section 602 (34)(A)]


Is there a formal plan?

A smooth transition from school to adulthood requires student-centered planning. Transition planning can be accomplished in a variety of ways:

 
•ITP at an IEP meeting where Transition services language (generated with student input) is discussed and written on a special form called the Individual Transition Plan (ITP). The ITP is attached to the student's IEP and follows IEP procedural guidelines.
   
•IEP at an IEP meeting where Transition services language is discussed with student input and Transition services language is written into the IEP document.

The Plan

Transition Services Language must include the student's strengths, interests, hopes and dreams. At the age of 16, a statement of needed Transition services must be included in each of the areas listed below. The Transition plan should provide learning activities in each area.

Instruction: This is what will be your child's course of study. This is typically provided in the school setting.

Related Services: These include any services necessary for school-to-work transition. These are provided by the public school or other public agencies.

Community experiences: Common adult living experiences such as banking, shopping, visits to local colleges, are provided outside the school in community settings. These are provided by schools or outside agencies.

Development of employment and other post school living objectives: These are any activities that lead to a job or career, such as work experience, job site training or career investigation. Your child may be registering to vote, filing out taxes or applying for colleges. Schools or other agencies provide these services.

If the IEP Team determines appropriate:

Daily living skills: schools or other agencies provide training in tasks adults do everyday such as preparing meals or paying bills.

A functional evaluation: This assessment will provide information about your child in the area of career/job interests, aptitudes and skills and is provided by the school or other agencies.

 

Activity:Complete the Transition Planning Profile with your child. Select at least one activity for each area.

What is my role as parent ?

 

Active member of planning team:

Parents are empowered to play an active role as a member of their child’s IEP (Individualized Education Program) and the ITP (Individualized Transition Plan) team meetings. You provide valuable information about the needs and goals of your child.

Do you know your parental rights?

To provide information:

Family members are often the best providers of information about their child’s daily activities, interests, preferences, instructional needs and past history (e.g., health issues) that might be unavailable or unknown to IEP Team members.

Determiner of priorities:

Family needs and expectations often dictate family priorities. Reflect on the following:

Source of family values:

Transition planning must reflect family values. Who knows a family’s values better than you? How do those values influence a child’s future? It is important for families to make known those community or cultural values, practices and traditions that influence requests, opinions or comments made on behalf of your child.

Activity - Complete Family Values Inventory

Case manager

As the primary individual who monitors your child’s program, you are responsible for knowing about the programs provided by teachers, Regional Center, and other agencies. You can advocate for additional attention to areas not being covered or services not being provided to your child.

Advocate

You are your child's strongest advocate. Families can successfully advocate in the school, community, work settings and with agencies for service options that are unavailable, but necessary to meet their child’s needs.

Steps to Effective Advocacy:

Role model:

Family members can be effective adult role models especially when they include them in completing some of the daily tasks that adults normally do.

Activity - What tasks are your children responsible for?

Risk taker:

Parents of children with disabilities must have the same opportunities to feel and do what parents of non-disabled children feel and do. You are encouraged to allow your child to take risks even though this is difficult. Kay Farrell's (1985) “Bill of Rights” for parents describes “normal” feelings and reactions that all parents experience.

Go to Unit IV

 

Table of Contents- Overview- What Does Transition Mean?- What Do I Need to Know?- What Does my Child Need to Know?- Putting it All Together- Common Terms, Resources & Websites- DCN Home Page