Transition Planning Flashcards
When should transition planning starts?
Transition should start in the early years with educators and families making children aware of choices, endless possibilities, and allowing them to dream. Exploration and preparation for transition should be developed during the middle and high school years. This enables the IEP team to help the student achieve post-school goals with a coordinated set of activities. It establishes the relationship of the individual student’s abilities with post-school goals. The team should consider areas of instruction, related services, community experience, employment, and adult living goals. IDEA requires that transition planning be addressed annually at 14 years of age and after, and should focus on the student’s course of study. The IEP team, including the student and parents, must map out an educational program with experiences to prepare the student for adult life, and must link students and families to post-school services, including adult service agencies.
Transition
Transition is a process that requires planning and educating, including a team of community members, adult service agencies, educational professionals, family members, and students themselves. It is an outcome-oriented process to take a look at the student’s interests, ability levels, preferences, and individual needs to become a successful member in the adult world and the world of work. Throughout this process, positive and negative events will occur. The team must continue to focus on the goal of a smooth transition from high school to a post-secondary education, with the end result culminating in a deaf or hard of hearing(d/hh) student’s entrance as a contributing member of adult society.
Deaf/ hard of hearing Student
Consider preferences, interests, and abilities to identify transition goal.
Individual student must understand their hearing loss and what it means in terms of accommodations and modifications needed in the academic world and social/work worlds.
Attain self-advocacy skills with training, coaching and practice
Attain daily life skills for independent living, with consideration of community involvement and employment.
Parent
Support the student with realistic transition goals.
Collaborate with professionals.
Provide appropriate information on the student’s strength, interests, and needs to the team.
Be an equal member of the IEP team.
Deaf / Hard of Hearing Special Education Teacher
Provide information on student’s strength, achievements, and IEP goal progress
Consider accommodations and modifications to effectively access the general education curriculum, including a communication-driven environment.
Help coordinate course of study for completion of student’s transition goal, including a list of classes for four years of high school.
Consider and help implement IEP transition goal, including post-school services, agencies and programs for transition planning.
Regular Education Teacher
Consider course of study in regular education curriculum to achieve transition goal.
Help implement accommodations and modifications to regular education environments to allow for effective communication.
Agency Personnel
Provide information on eligibility requirements and services, including documentation required for deaf and hard of hearing students.
Make families aware of possible agency waiting lists; long range planning often requires time and much paperwork.
Provide information on the difference between IEP entitlement and the eligibility process of adult services.
What is the difference between the regulations at age 14 and at age 16?
At age 14 planning must start. The student’s postschool goals should be developed and transition service needs identified. The needs may include a course of study and a year- by-year plan to achieve goals after graduation. The IEP team must determine what instruction and educational experiences will help the student prepare for transition from high school to postschool life.
By age 16, the needed transition services must be implemented. (NOTE: Some states have regulations that implement transition services at age 14 rather than 16.) Services could include instruction and related services, community experiences, vocational evaluation, employment, and other activities involved in adult living. A statement of interagency responsibilities should be included as well as needed links to other agency services. The IEP should be updated at least annually. The IEP team should also monitor the student’s high school program to be sure the student completes all graduation requirements that are identified as appropriate in the student’s IEP.
Special Factors for the IEP Team to Consider
Behavior that Impedes Learning. In the case of a child whose behavior interferes with his or her learning or that of others, consider appropriate strategies and supports, including positive behavioral interventions, to address that behavior.
Limited English Proficiency. In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child’s IEP.
Braille Needs. In the case of a child who is blind or visually impaired, provide for instruction in Braille unless the IEP team determines that it is not appropriate for the child.
Communication Needs. Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child’s language and communication needs and opportunities for communication with others, along with the full range of needs.
Assistive Technology. Consider whether the child requires assistive technology devices and services.
