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888-505-2673
Special Ed Help Line: 1-888-891-6784
Email: info@oregonrisecenter.org

How to Begin Transition Planning

Transition goals cannot be achieved in one year. Transition planning, services, and activities should be approached as a multi-year process. Young adults themselves, along with their parents, play an important role in the transition process. Granted, involving the student in his/her own transition planning is required by law, but perhaps the most important reason for student involvement in transition planning is to facilitate the development of his/her self-determination skills, for these are essential for the student to develop the ability to manage his or her own life.

To begin with, examine your family's values as well as your young adult's interests, skills, and desires for the future. Encourage your son or daughter to talk about their preferences for the future. These preferences should be the guide for the transition planning process. Involve your child in activities that help him/her become a good decision maker and develop self-advocacy skills.

Transition services can and should be delivered through curricular and extracurricular activities in many settings-in academic and vocational classrooms, at home, and throughout the community-to practice and reinforce newly acquired skills. The more young adults with disabilities have opportunities to practice their skills in real life situations, the more comfortable and natural they will feel in those settings.

Throughout public school years, the district has had the responsibility of providing the services for the student with disabilities to become a successful learner. The transition from school to adulthood may be complicated because the adult system is very different: there are many public and private agencies that provide services for adults with disabilities. However, unlike educational services, there is no absolute entitlement to those services. In other words, different, more restrictive eligibility criteria, long waiting lists, and uncertain funding may keep a young adult from obtaining services upon leaving school. This is why transition planning at an early age is so critical.

Transition services and activities should provide young adults with disabilities with the necessary skills to make informed choices and decisions, and gain full inclusion in society in all aspects of their lives.

Transition Checklist

The following is a checklist of transition activities that you and your son or daughter may wish to consider when preparing transition plans with the IEP team. Your student's skills and interests will determine which items on the checklist are relevant. Use this checklist to ask yourself whether or not these transition issues should be addressed at IEP transition meetings. The checklist can also help identify who should be part of the IEP transition team. Responsibility for carrying out the specific transition activities should be determined at the IEP transition meetings.

Four to Five Years Before Leaving the School District

• Identify personal learning styles and the necessary accommodations to be a successful learner and worker.
• Identify career interests and skills, complete interest and career inventories, and identify additional education or training requirements.
• Explore options for post- secondary education and admission criteria.
• Identify interests and options for future living arrangements, including supports.
• Learn to communicate effectively your interests, preferences, and needs .
• Be able to explain your disability and the accommodations you need.
• Learn and practice informed decision making skills.
• Investigate assistive technology tools that can increase community involvement and employment opportunities.
• Broaden your experiences with community activities and expand your friendships.
• Pursue and use local transportation options outside of family.
• Investigate money management and identify necessary skills.
• Acquire identification card and the ability to communicate personal information.
• Identify and begin learning skills necessary for independent living.
• Learn and practice personal health care.

Two to Three Years Before Leaving the School District

• Identify community support services and programs (Vocational Rehabilitation, County Services, Centers for Independent Living, etc.)
• Invite adult service providers, peers, and others to the IEP transition meeting.
• Match career interests and skills with vocational course work and community work experiences.
• Gather more information on post secondary programs and the support services offered; and make arrangements for accommodations to take college entrance exams.
• Identify health care providers and become informed about sexuality and family planning issues.
• Determine the need for financial support (Supplemental Security Income, state financial supplemental programs, medicare).
• Learn and practice appropriate interpersonal, communication, and social skills for different settings (employment, school, recreation, with peers, etc.).
• Explore legal status with regards to decision making prior to age of majority.
• Begin a resume and update it as needed.
• Practice independent living skills, e.g., budgeting, shopping, cooking, and housekeeping.
• Identify needed personal assistant services, and if appropriate, learn to direct and manage these services.

One Year Before Leaving the School District

• Apply for financial support programs. (Supplemental Security Income, Independent Living Services, Vocational Rehabilitation, and Personal Assistant Services).
• Identify the post-secondary school you plan to attend and arrange for accommodations.
• Practice effective communication by developing interview skills, asking for help, and identifying necessary accommodations at post secondary and work environments.
• Specify desired job and obtain paid employment with supports as needed.
• Take responsibility for arriving on time to work, appointments, and social activities.
• Assume responsibility for health care needs (making appointments, filling and taking prescriptions etc.).
• Register to vote and for selective service (if a male).

Excerpted from materials created by The National Transition Network.  A collaboration of the Colorado State University; University of Illinois, Urbana-Champaign; University of Minnesota; PACER Center; and the University of Vermont. Its headquarters are at the Institute on Community Integration (UAP), University of Minnesota.

This information was provided to you by Oregon PTI.  If you need further assistance, please contact us at 888-505-2673, or call our Help-Line at 888-891-6784.

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