The Transition Planning Process

By: Kristen Kershner

Transition Assessment & Post Secondary Goals: Key Elements in the Secondary Transition Planning ProcessIDEA 2004 requires schools to begin writing transition

plans when a student is 14 years old.Before a transition plan is developed, a multi-disciplinary

team (MDT) should give the student a variety of formal and informal assessments.

Transition Assessments should answer the following 3 questions:

1.) Where is the student, presently?2.) Where is the student going?

3.) How will the student get there?

Transition Assessment & Post Secondary Goals: Key Elements in the Secondary Transition Planning ProcessAfter information is gathered, the MDT, student, and

student’s family should work together to plan post secondary goals in the following areas:

EducationEmploymentIndependent Living

• Post secondary goals should be appropriate and measurable!!!

Transition Assessment & Post Secondary Goals: Key Elements in the Secondary Transition Planning ProcessAfter post secondary goals are written, transition services

should be coordinated and aligned to the goals.Finally, annual IEP goals should be written. They will

serve as benchmarks towards the overall post secondary goals.

Start on Success: A Model Transition Program for High School Students With DisabilitiesThe unemployment rate for individuals with disabilities is

on the rise!In 2000, a study conducted by the National Organization

of Disability (NOD), showed that 32 % of their sample population with disabilities were employed as compared to 81% of their non-disabled peers.

The Start on Success program was piloted in urban areas to help promote employment for individuals w/ disabilities.

Start on Success: A Model Transition Program for High School Students With DisabilitiesThe purpose of this program is to provide work experiences to

individuals with mental, physical, and sensory disabilities. The program was piloted in 2000 in Philadelphia. A partnership was created between a public high school and a local

university.The high school selected 20 students with disabilities to participate

in the program. The students were considered “At risk,” because they had behavior problems, low self-esteem, and poor school attendance.

A special education teacher & paraprofessional from the school worked with representatives from the university to create a “Supported employment” program.

Start on Success: A Model Transition Program for High School Students With DisabilitiesEach student was assigned a mentor from the university.The students were placed in various jobs around the university

based on their abilities and interests. Some of the jobs included: stocking shelves at the book store, light

filing duties at the offices, and working with the maintenance crew.The students were paid for their services through a grant that was

provided by the NOD. There were no costs to the university!A follow-up study showed that 87% of the students who were

working when they graduated remained employed 1 year later.

Transition to Adulthood for Students With Severe Disabilities: Shifting Toward Person-Family Interdependent PlanningEffective transition plans help students make a smooth

transition from school to adulthood!

There are 3 different types of transition planning approaches: Family- Centered Planning Person- Centered Planning Person- Family Interdependent Planning

Transition to Adulthood for Students With Severe Disabilities: Shifting Toward Person-Family Interdependent Planning

Family Centered Planning• This type of a plan is primarily used in the early childhood

years.• The individual’s family are the primary decision makers.• The family selects the services and supports that will be

needed.

Transition to Adulthood for Students With Severe Disabilities: Shifting Toward Person-Family Interdependent Planning

Person Centered Planning• The individual with disabilities chooses their own services

and supports.• The individual chooses and attains their own goals.• All information is directly reported to the individual with

disabilities.

Transition to Adulthood for Students With Severe Disabilities: Shifting Toward Person-Family Interdependent Planning

Person-Family Interdependent Planning• The individual with disabilities & their family are

informed of all information.• The individual and their family decide on appropriate

services and supports. • The individual & their family work together to plan goals.

Transition to Adulthood for Students With Severe Disabilities: Shifting Toward Person-Family Interdependent Planning

Person-Family Interdependent Approach is the newest trend with transition planning!

Person FamilyFamily Centered

Person Centered

Article Links 1.)Linking Transition Assessment With Post Secondary Goalshttp://www.cec.sped.org/Content/NavigationMenu/

Publications2/TEACHINGExceptionalChildren/default.htm2.) “Start on Success”http://

heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/PSFL.52.1.3

3.) Transition to Adulthood for Students With Severe Intellectual Disabilities

https://www.tash.org/publications/RPSD/RPSD.html