Transition to Life
Transitions

Transition Services
Purpose of the Transition Conference
Stakeholders
Role of Stakeholders
Transition Plan - Desired Outcomes

Transition: What is the Parent’s Role

Transition Assessment: Parent Interview (print version)

What is Vocational Rehabilitation?

Transition Services (return to top)

A parents’ desire is that their children become successful adults. This notion is as old as parenting itself. Transition is the term used by educators and service providers to describe the process of leaving school and entering adulthood.

The State of Illinois defines transition as a dynamic process involving a partnership of consumers, school-aged services, post-school services, and local communities, (employers, neighbors, etc.) that results in maximum levels of employment, independent living, integration and community participation. The state law requires school districts to start considering transition goals of eligible disabled students at the Individualized Education Plan (IEP) meeting during the school year in which the student reaches the age of 14 1/2 years. These goals should include employment, post-secondary education, and community living. If transition goals are not deemed appropriate at the age of 14 1/2 years and later, documentation must be placed in the student's records.

Federal law defines transition services as a coordinated set of activities for a student designed from within an outcome-oriented process, which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. The coordinated set of activities shall be based upon the individual student's needs, shall include instruction, 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. The federal law requires that the IEP include a statement of the needed transition services for students beginning no later than age 16 years and annually thereafter. The Americans with Disabilities Act of 1990 supports the need for increased awareness regarding the transition of students from schools to adulthood and the world of work. The ADA extends the rights and opportunities of people with disabilities (current and former special education students) in both the work place and daily life. This law set timetables for businesses and local governments to modify buildings, services, and policies to open them up for people with disabilities.

Purpose of the Transition Planning Conference: (return to top)

To assist the student in identifying their desired adult outcomes, to plan services needed to meet those outcomes, and to develop the IEP.

Who should be involved in the conference (Stakeholders)?
(return to top)

Students, Parents and Invested Family Members, School Personnel, Case Managers/Advocates, Youth and Adult Service Providers.

Role of Stakeholders: (return to top)

Student – to express their desired outcomes for the future and work toward developing the skills necessary for obtaining those outcomes.

Parents and Invested family members – to advocate for the student in obtaining the desired adult outcomes, and assist the student in obtaining the skills necessary of realizing those outcomes.

School Personnel – to facilitate student education/training needed to obtain the desired future outcome.

Case Managers/Advocates – coordinates and secures services to assist the student in obtaining their desired future outcome.

Youth Service Providers – to supplement the student’s education/training needed to obtain the desired future goals.

Adult Service Providers – to supplement the student’s education/training needed to obtain the desired future goals and assist in securing services after graduation.

Assisting a student with disabilities is exciting, demanding, exhausting, and very important. Each Stakeholder needs to understand each other’s roles and unique contributions. It must be understood that the school is responsible for considering and placing appropriate goals on the student IEP and/or completing the Transition Planning Guide (TPG). They are not responsible for the delivery of all services. The responsibility of the school is to make appropriate referrals and to coordinate the delivery of services with the appropriate community provider. Students must, by law, be invited to attend these IEP/TPG meetings as they have a right to voice their thoughts and feelings. Special education teachers work diligently to ensure student preparation and participation.

Transition Plan (TPG) (return to top)

The following outcomes should be the focus while assisting the student identifying their personal desired adult outcomes:

1. Desired Outcome: I have a job that I like.

• Do you want to have a job after leaving high school?
• What kind of job do you want to have?
• Do you want to work full-time or part-time after leaving high school?
• What are some things you need to do while in high school to prepare you for working?
• Do you want to find out about agencies in the community that can help you find a job after leaving high school?
• Do you think you will need a job coach or other on-the-job assistance to help you find work?
• Do you have a job now?
• Do you want to work while you are still in high school?
• Have you had a vocational evaluation?
• Do you want your TPG/IEP to include things that will help you to get ready for working when you leave school?

2. Desired Outcome: I am able to continue my education after high school.

• Will you receive your high school diploma when you leave high school?
• Will you stay in high school for more than four years?
• Do you attend special education classes in high school?
• Do you attend the same school as other students in your neighborhood?
• Do you like school?
• Is there anything you would like to be doing at school that could help you get ready for your life as an adult?
• Are you thinking about continuing your education after high school?
• If you are thinking about continuing your education after high school, what do you want to study?
• Is there anything you could be doing during high school that could help you to get ready for continuing your education?
• What support or services will you need to continue your education?
• Do you want your TPG/IEP to include things that will help you to continue your education after high school?

3. Desired Outcome: I am satisfied with where I live.

• Who do you live with now?
• Do you want to continue living in your current home after high school?
• Do you want to continue living in your current home for more that three years after you leave high school?
• What support and services will you need to help you where you live?
• Do you want to find out about the places in your community that provide these services and supports?
• Do you know whom you can talk with to find out more about places in your community that provide these services and supports?
• Are you on a waiting list to receive any of these services or supports after you leave high school?
• What do you want to learn in high school that will help you to become as independent as possible in your home?
• Do you want your TPG/IEP to include things that will help you be satisfied with where you live as an adult?

4. Desired Outcome: I make decisions that affect my life.

• Do you make daily decisions for yourself?
• Do you go to staffings or meetings with your parents and teachers?
• If you go to staffings, what are some of the things that you talk about during these meetings?
• Do you want to attend staffings or meetings with your parents and teachers?
• Does anyone help you prepare for meetings with your parents and teachers?
• Do you want someone to help you prepare for these meetings?
• Are there things that you want to talk with others about, but are not discussed during the meetings?
• Do you know what rights you will have as an adult?
• Do you need a legal guardian to assist you in decision-making?
• Have you participated in any self-advocacy training?
• Do you want to learn anything in school that will help you make good decisions about your future?
• Do you want your TPG/IEP to include things that will help you to make decisions that affect your life?

5. Desired Outcome: I have enough money to support myself.

• Do you earn enough money to pay your bills?
• Do you receive financial support?
• If needed do you know how to apply for financial support?
• Do you know who can help you apply for financial support?
• Do you want your TPG/IEP to include things that will help you secure enough money and supports to meet your financial needs?

6. Desired Outcome: I am involved in activities at my school or in my community.

• Are you involved in any activities at your school or community?
• What support or services do you need to participate in activities at school or community?
• Are you involved in any activities that let you show others you are good at doing things?
• Do you want your TPG/IEP to include things that will help you to become involved in activities in your community?

7. Desired Outcome: I have Friends.

• Do you have friends in high school?
• Are you involved in activities at school where you can meet and become friends with others?
• Are there any school activities you would like to become involved in, but are not?
• What is preventing you from becoming involved in these activities?
• Do you want your TPG/IEP to include things that will help you to meet others and make friends?

8. Desired Outcome: I can arrange for my own transportation.

• Are you able to arrange for our own transportation to places?
• Do you feel safe going places in your community by yourself?
• Do you want to learn how to be as safe as possible while in the community?
• Do you want your TPG/IEP to include things that will help you to learn how to arrange for your own transportation?

9. Desired Outcome: My health and medical needs are met.

• What kind of medical and therapy service do you need?
• Are there any medical and therapy services you need that you do not have?
• Do you need any of these services during the school day?
• Do you need any information regarding your health and well being?
• Do you want your TPG/IEP to include things that will help you to meet your health and medical needs?

10. Desired Outcome: I have the adaptive equipment and Assistive Technology needed to assist me in my everyday life.

• What kind of adaptive equipment and or assistive technology do you need?
• Is there any adaptive equipment and assistive technology you need that you do not have?
• Do you know whom you can talk with to find out more about places in your community that provide adaptive equipment and assistive technology?
• Do you want your TPG/IEP to include things that will help you to obtain the adaptive equipment and assistive technology needed to assist me in my everyday life?

After the student’s desired outcomes are identified the Stakeholders will establish a Transition Plan. The Transition Plan should include the action to be taken, the responsible party and assessments used to evaluate the outcome. These outcomes become the transition goals in the IEP. It is a document that is reviewed and updated annually.

To better understand the many services available in the community and to establish needs of those leaving school, the state has mandated the formation of Transition Planning Committees. The Transition Planning Committee shall consist of representatives from special education; vocational and regular education; post-secondary education; parents of youth with disabilities; persons with disabilities; local business or industry; the Department of Rehabilitation Services (DRS); public and private adult service providers; case coordinators; and other consumers as appropriate. The purpose of the Transition Planning Committee is to identify current transition services, programs, and funding sources in local communities for youth with disabilities and their families and to develop strategies to address unmet needs. The Transition Planning Committee will also assist local schools in identifying participants as appropriate, for individualized transition planning. School staff are asked to work cooperatively with rehabilitation staff in establishing these committees. Additionally, a DRS counselor has been assigned as a liaison to every high school in Illinois. These counselors will establish relations with principals, special education staff, guidance counselors, and other school staff. Thus, when a student can benefit from rehabilitation services, the DRS liaison counselor can be contacted.

This site, developed and supported by the Sauk Valley Transition Planning Committee, includes the agencies in our area and lists the services, which they provide. The process by which the students, school, and agencies develop programs and linkages with one another results in transition.

Transition: What is the Parent's Role (return to top)

It is very important for parents to:

1. Understand exactly what the term transition means and how their school is addressing this need.

2. Participate in and reinforce the transitional activities that their child is experiencing in the classroom and community sites.

3. Be sure that their child's IEP contains a sufficient number of transition objectives from elementary through the secondary years.

4. Help their child to develop good work habits and behaviors, self-determination skills, and the self-confidence that is needed to succeed during and after the school years.

5. Be sure the school is allocating enough time to the transitional needs of its students.

6. Promote with local employers the need for more and better job site experiences for the students.

7. Becomes well-versed in legislation and agencies that are intended to provide appropriate educational and rehabilitation services to special education students.

8. Be sure their children are receiving the services for which they are entitled under the legislation.

9. Volunteer their time to work with their child's teacher and/or other classes to provide information/instruction on selected transition topics.

10. Join a parent support group to better understand their child's potential to become a productive and successful member of society.

11. Help other parents to realize that transitional or functional skills are as important or more so than much of the traditional academic subject matter.

12. Help other parents to realize that transition will only be successful if they accept as much responsibility as the school in seeing that it is truly provided.

Transition Assessment: Parent Interview (return to top)

Name of Student____________________________________
Date _________ Grade ______

School _______________________________
Parent /Guardian ________________________

In order to plan an appropriate education program, and plan for your child’s future, please help us by completing the following survey

1. What do you see your child doing after high school?

College
Employment -- Type of job ________________________
Military
Other
Trade School

1. What type of job or work does your child seem interested in at this time?
2. What job skills would you like your child to learn in school?
3. What does your child like to do the most when he / she is not going to school?
4. What type of employment situation do you think would be best for your child?
5. If your child would want to go on to school, what would be the best situation and what help would he/she need?
6. Where will your child live immediately after leaving high school?
7. Where would you want your child to be living five years after leaving high school?
8. What type of support / help would be needed for your child to live where he/she wants?
9. Are you aware of any problems that might interfere with your child’s getting and holding a job?
10. After leaving school, what kinds of things would your child want to do to have fun?
11. Rate your child (Usually, Sometimes, Never) in regard to the following characteristics:

Usually Sometimes Never

Dependable …………………….……………… _______ _______ ______

On time for appointments.……………………… _______ _______ ______

Patient…….…………………………………….. _______ _______ ______

Even-tempered …………………………………. _______ _______ ______

Completes tasks………………………………… _______ _______ ______

Well- grounded ………………………………… _______ _______ ______

Likes to work with others ……………………… _______ _______ ______

Likes to work alone ……………………………. _______ _______ ______

Likes to learn something new ………………….. _______ _______ ______

Does daily chores / handles responsibilities at home _____ _____ ______

Comments:

What is Vocational Rehabilitation? (return to top)

Vocational rehabilitation was first established by the federal government in 1913, with the creation of the National Vocational Guidance Association. In 1916, Congress passed the National Defense Act, providing vocational training and education for members of the armed services. In 1918, the Smith-Sears Veterans Rehabilitation Act provided vocational training for veteran s with service- related disabilities, and later in 1920 limited vocational training, job placement, and counseling services for the general population of persons with physical disabilities. By 1935, every state had some form of vocational rehabilitation although there was no mandate to serve person with developmental disabilities.

In 1973, the Rehabilitation Act was passed which provided increased federal funding to states for vocational rehab services, coordinated federal and state efforts to promote and expand employment for persons with disabilities and prohibited discrimination against person with disabilities in employment and job promotion. The Rehabilitation Act was amended in 2001 to revise the scope of employment outcomes under the VR program. This means outcomes in which the person with a disability works in an integrated setting. This can include full-time or part – time competitive employment, labor market, and supported employment. Sheltered employment is no longer considered a positive VR outcome.