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Today, transition is seen as more than
providing service routes in the individual's movement from high school
to employment--it is seen as a comprehensive approach to educational program
development consisting of an alignment of student goals with educational
experiences and services.
Since the early 1980s, federal law has
underscored the need for comprehensive transition planning and broadened
its focus. The 1997 Reauthorization of the Individuals with Disabilities
Education Act (IDEA) defines transition services as a coordinated set
of activities for a student with a disability that:
- Is designed within an outcome-oriented process, which
promotes movement from school to post-school activities, including post-secondary
education, vocational training, integrated employment (including supported
employment), continuing and adult education, adult services, independent
living, or community participation.
- Is based upon the individual student's needs, taking
into account the student's preferences and interests.
- Includes instruction, related services, community
experiences, the development of employment and other post-school adult
living objectives, and, when appropriate, acquisition of daily living
skills and functional vocational evaluation.
IDEA also states that transition planning
must be part of the Individualized Education Program (IEP) and begin at
age 14. By age 16, the IEP should contain a statement of needed transition
services for the child, including, when appropriate, a statement of interagency
responsibilities or any needed linkages. Further, students must be invited
to attend their IEP meetings if the purpose of the meeting will be to
consider the student's transition service needs.
How can educators facilitate these new
requirements--especially those that promote and strengthen the involvement
of students with disabilities in decisions regarding their own futures?
This digest describes how research is helping to inform practice around
that programmatic issue.
Facilitating Student-Centered Transition
Planning
IDEA '97 and its 1999 Regulations reflect
a body of research--much of it supported by the Office of Special Education
Programs (OSEP)--that describes aspects of quality transition programs
for students with disabilities. One of those key aspects is facilitating
student-centered transition planning.
With OSEP support, Kohler (1998) organized
the research literature, model projects, and exemplary programs on transition
into a taxonomy of relevant practices. She found that student-focused
planning was a necessary component in facilitating transition. Because
the Individualized Education Program (IEP) is the planning vehicle for
implementing the transition requirements specified in the IDEA, student
participation in this process is essential. Specifically, students should
be included in decisions related to post-school goals to ensure they are
valued and attainable. As such, self-determination skills are considered
to be fundamental to student participation in their own IEPs.
Practitioners should begin early to assist
and guide students in developing appropriate education programs based
on individual transition goals. With OSEP support, Martin et al. (in press)
has studied skills students need to participate actively in their IEPs.
These include:
- How to choose goals. Provide experiences so students
identify their interests, skills, and limits across transition areas.
- How to participate in and lead their IEP meetings.
Teach students self-determination, self-advocacy, and meeting skills.
- How to accomplish goals. Teach students how to develop
a plan to attain their goals, take action on the plan, evaluate and
adjust their plan of action.
Curricula are available to assist practitioners
in helping students direct their IEPs (e.g., Martin et al., 1996).
Helping Students Participate in Their IEPs
With sufficient preparation and support,
students can participate in their IEP process in various ways. The extent
of participation will depend on their abilities and interests--for example,
some students direct their own meeting, while others take a specific part
to direct. Teachers experienced in involving their students in the IEP
process have made the following suggestions (ERIC/OSEP Special Project,
2000):
- Begin instruction as early as possible. Some areas
of study, such as self-determination skills, can begin in the elementary
school.
- Be prepared to support students with sensitive issues.
Some students may never have seen their IEP and some may not even know
what it means. Even if a student knows about IEPs, reading about one's
disability can be unsettling. Teachers need to work through all issues
and questions with students. It may help to talk individually with students
before sharing the IEP.
- Ensure that students understand what their disability
means. It is important that students know about their disability and
can talk about it to others. Encourage students to become comfortable
stating what they need and what they do not need.
- Make sure you feel comfortable with the process.
Students will know if adults are uncomfortable talking about a topic
or allowing the student to lead the IEP.
- Schedule time for students to develop skills related
to IEP participation on a regular basis. It is very easy to let other
subjects--particularly academics--take priority. Teachers must believe
that self-determination, planning, and self-advocacy skills are priorities.
- Teach IEP participation skills as a semester course.
Students need sufficient time to master the skills. Although students
can be taught skills once a week or in a day-long course, if you really
want students to take an active role, you must allow sufficient time.
- Use motivational techniques to interest students.
Before you begin training, invite an individual with a disability to
talk to students. It helps to have role-alike models as speakers (e.g.,
an individual who is a college graduate, an individual who has gone
to a vocational education center, an individual who works in supported
employment, a person who owns a business).
- Communicate with families. Let parents know your
intentions. It helps to invite families to a meeting where you can explain
the approach and answer their questions.
These teachers believe that with sufficient
preparation and support, students at all levels can actively participate
in the IEP process. Teachers also have found that without preparation,
students may not understand the language or the IEP process, and may feel
as if other IEP team members have not listened to them. Teachers who have
included students successfully note that they feel good about their participation,
and they have a sense of accomplishment and empowerment as a result of
their participation in the process.
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Resources
ERIC/OSEP Special Project (Spring 2000). New ideas
for planning transitions to the adult world. Research Connections, No.
6. Reston, VA: author.
Field, S., Martin, J., Miller, R., Ward, M., &
Wehmeyer, M. (1998). A practical guide for teaching self-determination.
Reston, VA: The Council for Exceptional Children.
Kohler, P. (1998). Implementing a transition perspective
of education. In F. Rusch & J. Chadsey (Eds.), Beyond high school:
Transition from school to work (pp. 179-205). Belmont, CA: Wadsworth
Publishing.
Kohler, P., & Martin, J. (1998). Transition from
school to life: A workshop series for educators and transition service
providers. And, Transition from school to life: A complete course for
special educators. Reston, VA: The Council for Exceptional Children.
Martin, J., Huber, L.H., & DePry, R.L. (in press).
Participatory decision-making: Innovative practices that increase self-determination.
In R. Flexer, T. Simmons, P. Luft, & R. Baer (Eds.), Planning transition
across the lifespan. Columbus, OH: Merrill.
Martin, J., Marshall, L.H., Maxson, L. Jerman, P.,
Miller, T. McGill, T. & Hughes, W. (1996). Choicemaker curriculum.
Longmont, CO: Sopris West Publishers.
West, L., Corbey, S., Boyer-Stephens, A., Jones, B.,
Miller, R., & Sarkees-Wircenski, M. (1999). Integrating transition
planning into the IEP process (second edition). Reston, VA: The Council
for Exceptional Children.
Web Sites Related to Transition (These
sites will open in a new window.)
National
Transition Alliance for Youth with Disabilities.
National
Transition Network.
Transition
Research Institute.
Center
for Self-Determination.
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Issues
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