Human Exceptionality Chapter 4

TRANSITION AND ADULT LIFE

©2011 Cengage Learning.
All Rights Reserved.

Focus 1
What do we know about access to community living &
employment for people with disabilities after they leave
school?
Focus 2
What are requirements for transition planning in IDEA?
Focus 3
Identify purposes of person-centered transition planning &
basic steps in its formulation.


Focus 4
Why is it important for students with disabilities to receive
instruction in self-determination, academics, adaptive &
functional life skills, & employment preparation during the
secondary school years?
Focus 5
Describe government-funded & natural supports for people
with disabilities.


 Most of Lee’s education happens in the community
with assistance of peer tutors.
 Lee has acquired more independence.
 Lee has a part-time job stocking shelves at a local
store.
 He uses public transportation to get to work.
 Lee is a friendly & outgoing student.
 Lee can’t read but he can follow a checklist.


 IDEA: transition services part of a student’s
IEP
 Family: single most powerful force in
preparing child for adulthood
 Principle components:
 Instruction linked to post school outcomes
 Cooperative & collaborative PLANNING
 Availability of federal funding

 Outcome-oriented process
 Driven by student’s needs, preferences, &
interests
 Instruction includes:
 related services
 community experiences
 employment & post school adult living objectives
 acquisition of daily living skills
 functional vocational evaluation


 Student IEP must include :
 transition services related to course study (age 14)
 transition services & agency linkages (age 16)


 Vocational Rehabilitation Act
 access to vocational training programs
 Carl Perkins Vocational & Technical
Education Act
 Improved vocational education programs
 American with Disabilities Act (ADA)
 Equal access


 School to Work Opportunities Act
 Education & training for vocational & post
secondary education
 Ticket to Work & Work Incentives
Improvement Act
 Access to employment & critical health care
coverage


 Federal assistance limited after high school
 Familiarity with crucial components of adult
service system
 Strategies to facilitate family involvement:
 Person-centered planning approach
 Identifying of child’s preferences
 Exploration & identification expectations


 Assistance
 Assessment
 Transition plan
 Interagency Coordination
 Parents and students participation
 Facilitate access to community services &
employment


 Access to General Education considerations:
 Learning needs
 Cultural background
 Learning modes
 Assistive technology
 Motivation & Self-esteem


 Outcomes
 Functional independence
 Lifestyle choices
 Higher education


 Critical transition & long term outcomes = ability to
make personal choices, exercise free will,
independence & individual responsibility
 Effective decision-making & problem-solving skills
enhance positive transition outcomes
 Important transition element = Individual choice
 IEP planning provides students opportunity to
practice self-determination


 Community Focus
 Focus on student & family needs & preferences
 Balance between:
▪ time in inclusive general education
▪ placement & employment preparation
 Local job opportunities reflected in curriculum
 On-site employment training
 Opportunities to interact with peers
 Comprehensive transition planning linked to job
placement


 Adult Services
 Support in all areas:
▪ post secondary education
▪ employment
▪ supported living
▪ leisure activities
▪ vocational rehabilitation
▪ social services
▪ mental health
 Adult service agencies & school collaboration
▪ early adult service agencies involvement
▪ establish transition goals
▪ identify appropriate activities throughout school years


 Federal & state government funding
 Income support - direct cash payments to people
with disabilities
 Health care - Medicaid & Medicare
 Supported Residential Living
 Group homes
 Semi-independent homes and apartments
 Foster family care

 Employment
 Work experience
▪ Off-campus job training
 Career education
▪ Social skills development
▪ Career choices awareness
▪ Occupational opportunities exploration
 Community-referenced instruction
▪ Direct training & ongoing support in work setting

 Natural supports include:
 family
 friends
 neighbors
 co-workers
 Contributions
 Sense of self worth, self esteem, & independence
 8/10 people with significant disabilities live with
their parents most of their lives
 Beneficial for everyone

Human Exceptionality Chapter 4

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