Transition Plans
- What is a transition plan?
- For many children with disabilities, the move from high school into adult life can be very difficult. To help make this process easier, IEP teams are required to start thinking about this transition when your child turns 14. At 14, the IEP must include a statement addressing the transition to adult life and include information on your child’s unique needs, preferences and interests, and which high school course of study she wants to follow (NC has some options for students who want a high school diploma).
- Once your child turns 16, the transition plan should be written to include goals in areas like training, education, employment, and independent living skills. These goals should encourage your child to become more independent in the areas listed. For example, a goal in the area of independent living might be: "Jamie will get registered to vote when she turns 18". The transition plan should also tell you who will help your child make this happen.
- As a parent, what can I do to make sure my child gets a good plan?
- Transition planning works best when the student is involved, since the student is the most important person involved in transition. The IEP team must specifically invite the student to attend any IEP meeting in which the team will be considering transition service needs. Family members and other adults are also important in this long-term planning. Teachers, administrators, and support agencies who work with the student and family may also have valuable information to add.
- A successful transition plan sets realistic goals for the student. If your child is following the Occupational Course of Study, his/her goal to attend a four-year university is not realistic (he/she will not meet university entrance requirements). It is okay to set bold goals; make sure the steps you take now will enable your child to reach those goals.
- Think outside the box. Imagine that your student's goal is to live independently after high school. A good transition goal might be for the student to learn the skills to find an apartment and fill out an application. But think bigger! Can your daughter do her own laundry? Can your son manage a bank account? Your child will need to buy groceries - will the student drive to the store? Walk? Take the bus? These are all valuable skills that can be addressed through a transition plan.
- Encourage your child to:
- Think about long-term goals and what he/she needs to do to reach them.
- Read his/her IEP and transition plan.
- Tell his/her teachers if he/she wants to lead his/her own IEP meeting (he/she can ask for help!).
- Learn about his/her disability, and how to ask for reasonable accommodations.
- Practice job interviews and/or asking for accommodations.
- A parent can:
- Help your child understand his/her disability and how to ask for the supports he/she needs.
- Give your child responsibility at home.
- Discuss your child's medical needs with him/her.
- Introduce your child to adult role models with disabilities.
- Talk to any agencies that you are already working with and look in your phone book to identify new possible resources to help your child transition.
- What other agencies can help with transition planning?
- Transition team members have to think creatively in order to help every child with an IEP to become as independent and productive as possible. Getting other agencies who can contribute to the planning process can be the key to creating a great transition plan. A good place to start looking the North Carolina Department of Health and Human Services list of Disability Services. On-line at http://www.ncdhhs.gov/disabilityservices/index.htm you can find a list of possible services providers. The Division of Vocational Rehabilitation (VR) help individuals with disabilities live and work in the communities of their choice.
