Transition planning is a required part of the individualized education program (IEP) that helps students with disabilities prepare for life after high school. But it is never too early toÂ plan for the future! Begin discussing hopes and desired outcomes as soon as possible. After honest conversation with the student and family, transition planning starts and the IEP team creates IEP goals. Finally, the focus becomes what instruction, services, and support the student will need to meet the bigâ€‘picture goals.
Transition services are based upon individual student needs
Transition services vary from student to student and should align with the vision of and dreams for their future. It is important to truly listen to the student in order to fully understand their dreams. This ensures appropriate plans for transition services are identified and put into place. For example, transition services and goals can address areas that include:
- Daily living skills
- Employment opportunities
- Functional vocationalÂ evaluations
- Living arrangements
- Training and college and careerÂ counseling
- Volunteer work
The transition process can seem overwhelming at first, but with the right information, it can become more manageable and meaningful. Transition planning is an essential part of the IEP process, and proper planning will give the student a better chance for success after high school. Note that periodically assessing transition needs is important because they can (andÂ probably will) change over time, and related goals and services will need toÂ be adjusted accordingly.
Use community resources to assist with transition planning
Educators and parents shouldnâ€™t feel like they need to tackle transition planning alone. Fortunately, there are multiple regional, state, and national organizations that can assist with the process. Care must be taken to ensure the student is eligible under their considerations.
Vocational rehabilitation (VR)
Here, students learn vocational skills or get other job training, as well as potential accommodations. This includes technological devices that support them inÂ meeting their postâ€‘school objectives.
Independent living centers (ILCs)
These centers are usually nonâ€‘residential, community organizations thatÂ advocate for complete access to housing, transportation, leisure, andÂ employment.
Social Security Administration (SSA)
IEP team members should understand the rules and limitations involved when discussing Social Security and Supplemental Security Income (SSI). ForÂ example, rules are in place that dictate how many hours a person may work if they are receiving SSI, Medicaid, or Medicare.
Parent Training and Information Centers (PTIs)
Contact your stateâ€™s PTI or regional education service center to further identify services that may be available in your area.
Planning for postâ€‘school outcomes is a partnership that requires collaboration between the school, community, family, and student. Collaboration will create a strong support system for the student asÂ theyÂ grow and develop aspirations for life as a productive member ofÂ theÂ community.
Transition planning made easy with Unique Learning System
Unique Learning System provides many opportunities to prepare students with the necessary skills to make a smooth transition from school to postsecondary living. Transition planning begins in preâ€‘K and is addressed throughout all six grade bands. Unique Learning System helps educators guide students down the path toward independence with future planning that meets realâ€‘world expectations. Areas addressed include employment, daily living needs, and community awareness for middle school, high school, and transitionâ€‘aged students. Unique Learning System resources include:
Lesson plans for daily instructional tasks are included. Topics covered include daily living skills, jobs, snackâ€‘time tasks, recreation and games, homeÂ reports, and daily signâ€‘in procedures. Core Tasks are available for all gradeÂ bands. The tasks provide a means to address transition skills forÂ communication, employability, daily living, selfâ€‘advocacy, andÂ socialÂ strategies.
These address the transition readiness skill areas of employability, communication, selfâ€‘advocacy, daily living, and social strategies. They can be used to identify areas of strength and weakness in light of the studentâ€™s current age.
Transition planning tools
Each student completes a description of the following areas: vocational/employability, daily living, community, personal life, andÂ lifelongÂ learning. They evaluate themselves on current status, preferences, and abilities and challenges. Using these findings, aÂ reportÂ isÂ generated toÂ help build a plan for their future.
The student creates a personal collection of abilities, goals, needs and desires that are essential for an effective system of transition planning. TheÂ binder is intended to travel with them from middle school through theÂ transition grade band and exit their educational program with them. TheÂ Transition Passport serves as a postâ€‘graduate takeaway resource thatÂ includes evaluations, guides, and supports that will help the student longÂ after graduation.
Transition grade band
This creates a realistic atmosphere of skill learning, which will be needed when leaving the school setting, entering the work setting, and living withÂ optimal independence.