|
 |
The Transition IEP
If you have had a child that entered the ESE program at an age less than
14, until now each year the
IEP team developed an academic plan.
This will not change, however, added onto this will be a new
item, a
Transition Plan. Just as the parent's participation is essential
for the creation of a quality
academic plan, the Transition IEP is best
accomplished with a tam that actively include family in the
development
and application of the plan. As graduation nears there is a
greater and greater need for
involvement with agencies from outside the
school along with involvement in the process from the student.
Who can be on the Transition IEP Team?
- Student
- Family (parents or guardians)
- Special Education teacher
- General Education teacher
- Staffing Specialist
- Career/technical representative (agency, guidance counselor,
vocational teacher, transitional specialist, employment specialist)
- Related Service Provider (speech therapist, physical therapist,
occupational therapist, counselor)
- Employer
- Community Members
- Others who might be helpful
An IEP meeting is the time when the group of people with knowledge
about education programs, and about a student, meet together to make
plans for the future of that student. The group that meets
together is called an IEP team.
Reminder: You have the right to invite any relatives, friends
or community members who know the student or have special expertise.
The IEP team should work together to plan the classes and services your
son or daughter will need to be successful when he or she leaves high
school.
How can Parents Prepare for the Transition IEP meeting?
- Ask the school to provide information regarding the student's
progress in school, topics that will be addressed at he meeting, and
items to be documented in the Transition IEP.
- Identify the student's personal interests and feelings regarding
the educational program and desired post-high school outcomes.
- Help educate the student about possible educational and career
opportunities.
- Make notes regarding information you would like to share a the
meeting or questions you would like to have answered.
- Gather any recent evaluations completed outside school and bring
them to the meeting.
Spend time thinking about what you want for your student. Make
a written list of your goals for your student. Make notes of any
questions you may want to ask.
Reminder to Parents: Don't let yourself be limited by
what others think your son or daughter can or can't do!!
Helpful Hints for Parents Attending an IEP Meeting:
Keep the meeting student focused. Focus on problem solving
rather than blaming.
- Extra ears always help. Bring someone with you to take
notes, listen, and be your support.
- Labels don't explain programs. Don't be afraid to ask to
see a classroom before making decisions.
- Remember, you know your young adult better than anyone!!
Transition IEP Checklist:
Throughout a student's life, he/she will need various documents and
important information. It is important for the students to locate
and keep the information in a safe place. The information may be
used to assist the student, family, teachers, and other people making
decisions about transitional planning.
Remind the student to keep all records and files together in a safe
place.
Personal Information should include:
- Social Security Card
- Birth Certificate
- Picture Identification Card
- Emergency Contact Information
Medical Information should include:
- Medical Insurance/Information Card
- Names, address, & phone numbers of doctors, dentists and other
medical professionals
- Copies of Immunization Records
- Dates of any surgeries
- Copies of any other important medical information
Education Information should include:
- Copies of Transitional IEPs
- Copies of results of all educational testing
- Copy of transcript
- Copies of latest report cards and attendance records
- Awards and Certificates earned
Vocational Information should include:
- Reports of all vocational assessments
- Work Records (include contact person and phone numbers )
- References, Resume, and Transition IEP Portfolio
- Vocational courses taken and grades
What Adult Service Agencies are Available and What Services are
Provided?
There
are many adult service providers, or agencies that provide services.
The agency in which your young adult may be a client, or qualify for,
depends on your young adult’s disability and the eligibility criteria
for the agency.
Department of Children & Families
Provides
an array of services based on individual needs; fees are based on a
sliding scale, and services involve case management, medical, dental,
adult living, sheltered employment and advocacy.
Vocational Rehabilitation
|
VR plays a large role in
determining how transition services are delivered. VR services
involve vocational training, on the job training, tools,
supplies, uniforms, adaptive equipment, job coach services, and
counseling. In order to be considered for eligibility, the VR
services must lead to employment outcomes, and the VR services
must not be able to be provided by another agency.
Florida Keys Community College
The
Office of Disabilities may be able to assist the student by
arranging for services such as accommodations in test and note
taking, counseling, scheduling, adaptive materials and texts,
and the like.
Association for Retarded Citizens, MARC:
MARC
serves adult clients within Monroe County who have developmental
disabilities. MARC’s services are designed to ensure that each
client receives training and support that enhances his or her
individual abilities to understand daily community routines and
learn social, self care, and vocational skills.
|
Key Transition Terms
from “Full Life Ahead”
|
ADA:
The American Disabilities Act of 1990. The Act
of Congress that protects the rights of persons
with disabilities.
Collaboration:
Working cooperatively with others to achieve
common goals.
Competitive Employment:
Generally defined as paid employment in
non-sheltered business or industry.
Exceptional Student Education (ESE):
Education provided to children with disabilities
whose abilities (physical, mental & social) and
learning styles require alternative teaching
methods or related support services to enable
the child to benefit from the educational
program.
Functional Skills:
Skills that are important for everyday living
such as how to shop for groceries, how to talk
to one’s boss, or how to balance a checkbook
with a calculator.
Goal:
A final desired post-school outcome, the dream
for which your young adult is training and
planning. A goal may be as general as “I would
like a job” or specific, such as “I want to live
in an apartment on 45th Street with
my best friend, Elizabeth.”
IDEA:
Individuals with Disabilities Education Act.
The law that ensures that eligible children have
available to them free and appropriate public
education.
Inclusion:
When persons with disabilities are not only in
the same place as person without disabilities,
but also participate in the same activities at
the same time.
Independent Living Skills:
Activities that a person needs to be able to
live on his/her own with limited supervision.
Individualized Education Program (IEP):
A written plan that identifies a child’s
strengths, needs, education, and related
services needs. The IDEA mandates than an IEP
be developed for all children eligible under
IDEA for special education services. The plan
must be reviewed at least yearly.
Job Coach:
A person who trains persons with disabilities
on-the-job. Job coaches have special training
to help them both teach the person with a
disability to do the job and to aid him to be
fully included in the workplace.
Supported Employment:
Employment in which the person with a disability
will need long-term or ongoing help to keep a
job.
Supported Living:
Individuals with disabilities share or have
their own apartment or house. A service
organization provides support as needed for
transportation, skills training, budgeting,
shopping and recreation.
Transition:
Change, movement from one setting to another.
The movement of a young adult from school to
adult life.
Transition Services:
Services that assist a child from one program to
another. Moving from high school to employment,
postsecondary education, adult services, living
situation, and community activities.
Vocational Rehabilitation:
A state agency, which is designed to help
restore or develop the working ability of
persons with mental, emotional or physical
disabilities.
 |
|
|
|
|
