Arrowhead Union High School District

Transition planning in Special Education involves providing for a successful evolution of a child with disabilities throughout his/her educational years and beyond. It can be stated in terms of certain phases the child will experience as he/she grows from infant to adult and what the individual needs and goals should be during those phases. Special Education services can be accessed from birth to age 21 and are available from different sources and/or agencies depending on the phase where the child happens to be.  Research has proven the earlier the intervention in addressing the needs of a child with disabilities, the better the outcome for the child. The phases are typically categorized as follows:

                                     Birth to Three                 Middle School Years                

                                     Early Childhood                  High School Years

ADSEC provides students with disabilities special education services for the phases of Early Childhood through High School or age 21. Outside county or state agencies address the service needs of children in phases Birth to Three and the Post-Secondary Years through the assistance of ADSEC administration and staff. For more information about Transition Planning, please see the designated websites under Transition in Special Education Resources on the Web or the ADSEC Family Handbook.

 

      The Individuals with Disabilities Act (IDEA) now requires schools to provide a statement in IEP's of the "needed transition services for students, beginning no later than age 16 and annually thereafter." In the state of Wisconsin, it begins at age 14. This should happen for any student with exceptional education needs and include the services that should prepare your son or daughter to live independently and productively as possible after leaving high school. The checklist below is intended to be used as a guide for "transition activities" and as a marker for when those activities, generally, should occur during your child's education. The actual transition activities your child is involved in should be determined cooperatively between you and your school district, based on the guidelines in the new IDEA of 2004.

INDEPENDENCE/INDEPENDENT LIVING:

·        Skills such as learning to dress and tie shoes are taught in a natural setting (e.g. your home) with assistance from the school in suggesting techniques and in making clothing modifications (e.g. sneakers with Velcro closings)

·        Recognize that kids learn differently – not all kids will learn to button nor will they learn to button at the same time as other kids. Modifications can be made here as well. (e.g. buttons with Velcro closures behind them)

SOCIAL/RECREATIONAL:

·        Integration into regular education classes and activities whenever appropriate for your child.

·        Encouragement of integration into extracurricular activities such as girl/boy scouts, recreation department activities, YMCA activities, Little League, etc.

·        Lunches eaten in the same room as all other students in regular education.

·        Recesses are taken at the same times and places as those taken by students in regular education.

·        Friendships encouraged and supported with regular and special education students.

·        Participation in regular education field trips, picnics, and other special events

·        Consider developing a "Circle of Friends" for your child

EMPLOYMENT PREPARATION:

·        Job exploration (e.g. discussions of where people work, what they do when they go to work; parents come to talk about their jobs and what they do).

·        Begin to develop positive attitudes about work (e.g. that they have options and choices about where they can work, that they get paid for working, etc.).

·        Early ongoing assessments made of the child's individual learning styles and reinforcement and support of those learning styles (e.g. a student who learns by hearing things rather than by reading, or a student who learns better with visual aids).

·        Begin to develop a positive work ethic (i.e. the importance of getting to work on time) by ensuring your child knows the importance of getting to school on time, completing class work assignments on time, carrying out assignments from beginning to enc.

·        Discussions of the rewards of working (e.g. pay, satisfaction of doing a good job).

·        Provisions of actual rewards for school work (e.g. praise for good grades or doing his/her best, participation in special activities that your child likes).

CONNECTIONS WITH COMMUNITY AGENCIES:

·        These connections should begin in the high school years (see the section for High School).

POST-HIGH SCHOOL EDUCATION:

·        Exploring options for post-high school education should begin in high school (see section for High School).

OTHER:

·        Student's abilities should be acknowledged as frequently as possible.

INDEPENDENCE/INDEPENDENT LIVING:

·        Begin to set goals and explore options for living arrangements for your son or daughter after leaving school (e.g. supported apartments with 1-3 people, etc.).

·        Begin discussions of responsibilities if living in the community (e.g. being a good neighbor, etc.).

·        Assess skills needed to live independently (dressing oneself, hygiene).

·        Discussions of health and sexuality and his/her responsibilities in managing both

·        Discussions of responsibilities as a citizen (voting, registering for the draft, etc.).

·        Begin to develop money management skills (e.g. making purchases, making change, banking, etc.).

·        Begin to develop self-advocacy skills

·        Practice daily living skills by doing chores around the house (e.g. making the bed, washing the dishes, dusting and vacuuming, etc.).

SOCIAL/RECREATIONAL:

·        Continue to fully participate in school social and recreational opportunities (e.g. school clubs, dances, athletic events, plays, etc.).

·        Continue to participate in community recreational opportunities (e.g. YMCA, scouting, summer camp, etc.).

·        Continue integration into regular education classes and activities whenever appropriate.

·        Lunches are eaten in the same room as all other students in regular education.

·        Friendships encouraged and supported with regular and special education students of the same ages.

·        Consider developing a "Circle of Friends" for your child if you haven't already.

EMPLOYMENT PREPARATION:

·        Identify long-range goals for employment and the development of employment skills.

·        Begin to explore options for employment.

·        Begin to assess and determine what training and skills will be needed for employment after leaving school (e.g. work habits, vocational skills, academic skills, etc.).

·        Begin in-school employment or special tasks (e.g. working in the library, school office, cafeteria, etc.).

·        Participate in a job shadowing and trips to a variety of businesses.

·        Continue discussion of responsibilities of work (e.g. getting to work on time, cooperation with co-workers, doing the best job possible, etc.).

·        Continue discussions of rewards of working (e.g. pay, satisfaction of doing a good job, etc.).

CONNECTIONS WITH COMMUNITY AGENCIES:

·        These connections should begin in the high school years (see the section for High School.)

POST-HIGH SCHOOL EDUCATION:

·        Begin to explore and discuss post-high school opportunities such as job apprenticeships, technical schools, community colleges, four-year colleges, etc.).

OTHER:

·        Again, student's abilities should be acknowledged and utilized where opportunities exist (e.g. student is a good reader – have him/her read to nursery school groups at a church or YMCA).

INDEPENDENCE/INDEPENDENT LIVING:

·        Finalize goals in your son/daughter's final year of high school for living and working independently in the community.

·        Continue to assess goals and progress toward reaching goals for employment, post-secondary education, and independent living.

·        Continue to assess the skills needed to live and work independently after graduation.

·        Continue to develop self-advocacy skills.

·        Continue to develop money management skills (e.g. develop banking skills, checkbook management, savings account management, car payment management, etc.).

·        Establish a checking account in your son/daughter's final year of school.

·        Register to vote and for the draft at age 18.

·        Determine if your son/daughter's skills are appropriate and adequate to pursue and obtain a driver's license.

·        Continue with chores responsibilities around the house to develop household living skills (e.g. helping with cooking, cleaning, mowing the lawn, laundry, etc.).

·        Learn how to use public transportation.

SOCIAL/RECREATIONAL:

·        Continue to fully participate in school social and recreational opportunities (e.g. athletics, dances, plays, school clubs, etc.).

·        Continue to participate in community recreational opportunities (e.g. YMCA, scouting, movies with friends, athletic activities, etc.).

·        Have son/daughter become independently involved in community organizations in the last year of school (e.g. local civic groups, special interest clubs, athletic leagues or clubs, church groups, etc.).

·        Continue integration into regular education classes and activities whenever appropriate

·        Continue to encourage and support friendships with regular and special education students of the same ages.

·        Have developed an awareness and understanding of health and sexuality and the responsibilities in both areas.

EMPLOYMENT PREPARATION:

·        Employment for 3-4 hours per day in the community in a variety of settings throughout high school, based on your son/daughter's interests and skills.

·        Participate in volunteer experiences and community service projects to explore careers and network.

·        Continue to assess and identify training and skills needs to complement employment goals.

·        Attend "Job Fairs" at school or at other local places.

·        Develop a job resume.

·        Know how to appropriately complete a job application.

·        Continue discussion of importance of getting to work on time, cooperating with co-workers, doing the best job possible, etc.

·        Continue the discussion of benefits of working and contributions to society (e.g. pay, job satisfaction, etc.).

CONNECTIONS WITH COMMUNITY AGENCIES:

·        Attend "Information Nights" for parents and students with representatives from the Social Security Department, guardianship, county community human service agencies, employment support agencies, Department of Vocational Rehabilitation (DVR), etc.).

·        Have identified supports and services needed by your son/daughter that should be in place prior to leaving school (begin this contact at least two years prior to leaving school).

·        Involve agency representative in developing transitional IEP and post-school IPE (Individual Plan for Employment).

POST-HIGH SCHOOL EDUCATION:

·        Attend "Information Nights" for parents and students with representatives from local vocational technical school, colleges, and other post-secondary training schools to discuss programs, supports, and services available.

·        Assess student's ability to attend post-secondary school.

·        Obtain assistance with registration forms for post-secondary education from school guidance office and/or special education staff in the final year of school.

OTHER:

·        Again, student's abilities should be acknowledged and utilized where opportunities exist, especially in employment-related areas.