Purpose of Transition Services
▪ To ensure that all students with disabilities have available to them a free and appropriate education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living.
▪ Transition is a results-oriented, student centered, and collaborative effort between students, families and outside agencies.
Transition Planning for Independent Living
What do I need to learn now to be able to live where I want after high school?
These are the skills a person needs to function independently in life and include such areas as transportation and travel training, cooking, budgeting, safety, technology, housing, time management, social interaction and recreation. The goal is to help individuals learn to be as independent as possible.
Transition Planning for Employment
What do I need to learn now to be able to work where I want after high school/post high?
These are the skills necessary for employment including competitive employment, self-employment, customized, supported and sheltered employment. These skills may be in areas such as career exploration, job-sampling, applying for jobs, filling out resumes, time-management, following directions, associating with colleagues and job specific skills including transportation. Unfortunately, people with disabilities are often unemployed or underemployed when compared to people without disabilities. Active transition planning for employment can help remedy these problems. Transition services include career exploration, job shadowing, and job sampling opportunities.
Transition Planning for Post-Secondary Education
What skills do I need to gain now to be able to learn where I want to after high school?
These are the skills needed to prepare to attend a variety of post-secondary education settings such as universities, community colleges, technical schools, military, apprenticeships, and job-training programs. These skills may be in areas such as choosing a major, class selection, assignment completion, test-taking, organization, and study skills. All students with disabilities can and should attend some form of post-secondary education. Even students with intellectual disabilities and other intense needs can attend college, learn skills and be successful. Many colleges and training centers across the country are developing programs for students with intellectual disabilities, and most colleges have resource centers to help students with disabilities.
Transition Assessment: The first (and perhaps most important!) step in Transition Planning it to conduct assessment. Assessment can and should occur repeatedly to help students, families, and educators to make informed decisions about necessary services. The assessments can include formal, standardized ests; but should also include surveys, observations, interviews, work samples, and skills practices. Assessments give information about a student’s interests, strengths and weaknesses to help set specific goals and create a plan to help them accomplish them. Students need to be taught to understand the results to help them set specific goals.
▪ Initial Student Transition Assessment- (8th grade)
▪ Tool Kit
▪ Career Clueless-Middle School Interest Inventory
▪ Career One Stop- Career Exploration, Training and Jobs- US Dept of Labor
▪ My Next Move- Occupational planning
▪ What’s My Bag? one page checklist of work preferences
▪ UtahFutures.org provides a variety of assessment tools on ersonality, job skills, job-matching, budgeting skills, and many more. Students create log-ins that will store their information (log-in based on school information; speak to counselor if you have questions).
▪ O-Net online: Occupation career search and planning
▪ O*NET Interest Profiler: This online interest survey provides results in Holland's RIASEC Career Choice theory (realistic, investigative, artistic, social, enterprising, conventional). This theory links personality type to working environments.
Post Secondary Education Planning
New Links to scholarhips, Adventures in Education, etc.
● Adventures in Education- Scholarship Search
● Going to College- Website for students with disabilities
● Think College is a great website that provides information about college options for students with intellectual disabilities. However, the resources and tools on the site are easily generalized to students with all disabilities.
● Dixie State University- Disability Resource Center
● Southern Utah University-Disability Support Center
● Utah State University -Aggies Elevated- A program for students with disabilities
● Utah Valley University Passages Program- Support for college students on the Autism Spectrum
● Weber State University- Students with Disabilities
Transition and other assessment data drives the transition plan. The plan must:
▪ The Transition Plan is a required part of the IEP
▪ Be in place prior to student ‘s 14th birthday
▪ It must include a measurable Post -Secondary Goal
▪ It must reference age appropriate Transition Assessments that are functional
▪ It must contain goals that are related to further education, employment and independent living
▪ The team must consider who might be providing or paying for these services (agencies)
▪ It must contain a multi year plan and course of study that focuses on student's preferences and strengths
▪ The student must be invited to the IEP and participate in the planning
Teacher Resources and Curriculum for Teaching Transition Skills
▪ Me! Curriculum- Website to download lessons for teaching self awareness and self advocacy. Table of contents lists the lesson content.
▪ National Transition Assistance Center Downloadable Curriculum for Independent Living Skills, Employment and Self Determination (Click on area, then on topics and subjects and lesson material will pop up)
Community Agency Resources
Provide opportunities for students to investigate or attend orientations of service providers and community resources based on their needs. (Ex: Vocational Rehabilitation Orientations, Work Force Services, Disability Resource Centers at College, Applied Technology Classes, etc)
▪ Utah Futures www.utahfutures.org
▪ Workability Utah http://www.workabilityutah.org/
▪ Utah Parent Center- From No Where to Know Where –Handbook for Transition to Adult Life
When a student turns 18, they become their own legal guardian. The means that they are competent to make their own decisions and sign their own paperwork, unless it is proven otherwise. So, for some students with severe disabilities, parents who wish to retain authority after the student turns 18 may decide to apply for guardianship. There are five main types of guardianship: guardianship of person, guardianship of property, full guardianship, limited guardianship, and temporary guardianship.
For more information, check out the following resources:
Public Guardian Services from the Utah Department of Human Services
Guardianship Associates of Utah -- non-profit organization that provides information and services
Court Forms and Instructions for applying for guardianship
Post High School Program
▪ Coordinator- Lee Ann Parkinson- District Office (435) 673-3553 x 5128
▪ Post High Facilitator-Weldon Mickelson-Post High Building (435) 634-0092