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Barbara, the old-school kindergarten teacher on the acclaimed Abbott Elementary says it best, “Every student is special. And you have to give them your best. And you hope they will carry it with them, but at the end of the day, they have to decide who they want to be.”
This wisdom is even more applicable if spoken by high school teachers about their students.
High school is a busy and exciting time for all students, including students with disabilities. It is a time in their educational journey when they have freedom to choose courses, join organizations, and participate in activities based on their interests. It can also be a time of uncertainty as students consider life after high school and prepare and plan for the future.
While college, career, and community readiness is the primary goal of education, secondary education provides an opportunity to refine that focus even further. For students with disabilities, it is critical that their Individualized Education Programs (IEP) document the necessary components to support their successful transition to postsecondary education or training, employment, and independent living (IDEA, 2004).
The focus of this edition of Link Lines is to increase the awareness of the components of secondary transition for students transitioning to postsecondary education, employment, and independent living. In this lesson, you will learn effective strategies to support students and families and hear from students who have successfully navigated the process.
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The Components of Secondary Transition | |
Successful transition planning consists of several components to help lay a strong foundation for a student’s future (Averill & Getzel, 2020). It is a student-driven process supported through school, home, and community collaboration. At its core, it is shaped by thoughtfully collected transition assessment data to uncover students' strengths, preferences, interests, and needs. The IEP team uses this information to inform their ability to identify postsecondary goals in education/training, employment, and independent living. Next, the team will recommend transition services and activities (including courses of study) that will best move the student towards their postsecondary goals. Once recommended, it is important to create annual goals that address the student’s instructional needs and support the completion of the transition services, activities, and courses identified. Finally, everyone has a role: teachers, counselors, administrators, families, community agencies, and most importantly, the student. This team’s involvement and collaboration is necessary to facilitate successful transition from high school. | |
Transition to Post-secondary Education or Training | |
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There are a number of paths that students can take after high school and, for many, that includes postsecondary education or training. For those who would like to attend a college or university, it is helpful to understand how the laws and supports for students with disabilities change between high school and college (Kunkes & Groah, 2021). For example, students will not have an IEP, a case manager, or a special education teacher for services. Also, some accommodations may not be allowed so students will need to know how to seek help and advocate for themselves.
While many students have heard about community colleges, four-year colleges, and universities, they may not realize the additional postsecondary options available to them. Whether it is training received in one of the Virginia Community College System’s workforce development programs, the United States Military, Wilson Workforce and Rehabilitation Center, or an apprenticeship, it is important for school professionals to know and share these options so that students can choose the path that best fits their needs, timelines, interests, and budget.
Inclusive Post-secondary Education (IPSE) programs make college and university life an option for adults with intellectual disabilities to be included alongside their non-disabled peers (Russell, 2020). They offer students who do not meet traditional college entrance criteria the opportunity to participate in inclusive educational pathways to competitive, integrated employment. Since they are not seeking degrees, students attending IPSE programs typically earn a certificate.
Hear more about Traleya and Antonio’s post secondary experiences and check out this video on Virginia Commonwealth University’s IPSE program, ACE-IT to College.
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Competitive integrated employment is defined as real work, for real pay, and is aligned with students' postsecondary employment goals. In fact, it is a key component of a high quality transition plan for all students who desire a career as part of their post-school adult life. Since Virginia is an “Employment First” state, competitive employment should be given consideration for all students regardless of disability (Runner, 2022). Research has consistently shown that paid work prior to graduation from high school is the strongest predictor of post-school employment success for students with disabilities (Bullis et al., 1995; Wagner et al., 2014).
At the secondary level, every effort should be made to align courses and experiences with career interests. Collaboration between Special Education and Career & Technical Education personnel is essential to ensure that students have the support needed and are able to gain the knowledge and skills to obtain and maintain employment. Referral to, and collaboration with, the Virginia Department for Aging and Rehabilitation (DARS) is another pathway to career readiness and placement for students. DARS provides Pre-Employment Transition Services or Pre-ETS to students who are eligible or potentially eligible for vocational rehabilitation services as early as age 14. In Virginia, transition planning is required to be included in the IEP at age 14.
It is equally important to have work-related skills reinforced in the home. Family members provide valuable information on students’ strengths, interests, preferences, and needs. Consideration must also be given to cultural influence and family values during discussions about students’ vision for future careers and expectations regarding employment. Building a network of support at home, in school, and in the community is critical to successful achievement of postsecondary employment goals (Flexer et al., 2013).
Check out Franklin’s story of successful transition from school to career.
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Transition to Independent Living | |
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The ultimate goal for all students is to successfully transition to postsecondary school or work with the skills needed to be independent. Independent living skills are skills necessary for management of one’s personal self care and daily living tasks, including personal management skills, financial management skills, and self-management skills to address health and wellness needs (Rowe et al., 2015).
As with every other component of the secondary transition IEP, age-appropriate transition assessments must be administered to determine a student’s independent living needs. There are many tools that can provide data on independent living skills and supports needed for students. Some strategies to help students develop the skills needed to achieve their long-term goals include:
- Embedding independent living skills instruction within the general education curriculum.
- Providing instruction and giving students opportunities to practice skills in multiple settings.
- Collaborating with families to understand the cultural and linguistically diverse values that influence independent living skills and self care skills.
- Encouraging families to provide opportunities for students to learn and practice independent living skills in the home and community.
Transition services may include information on benefits, as appropriate, to assist students who may require more long-term support to achieve post-school independence (Council for Exceptional Children, 2013). School professionals should become familiar with, and introduce students and families to, their local Center for Independent Living. These centers are located across the state and are designed and operated within a local community by individuals with disabilities to provide an array of independent living services.
Watch and listen as Lynne shares her journey towards independence.
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Successful transition from school to adult life is the ultimate goal for all students. As stated earlier, transition planning must be a student-centered process that focuses on students’ strengths, preferences, and needs in their current and future environments. Students with disabilities must utilize self-determination and self-advocacy skills to take an active role in planning for their future and when networking with individuals that can assist them with their postsecondary goals. Engaging family members and collaboration between home, school, and community are essential to assuring that students will have the training, experiences, and services while in high school, and after they exit, to achieve their desired adult outcomes.
How does your division prepare students with disabilities for college, career and independent living? To prepare students for college, career and independent living, check out the Virginia Commonwealth University’s Center on Transition Innovations (VCU-CTI, n.d.) Get Ready for Your Career, Get Ready for College, and Get Ready for Independent Living online courses. For more information and support, access the additional resources below and feel free to reach out to VCU-CTI, William & Mary TTAC, and Regions 2 & 3 Community of Practice.
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Averill, J. A., & Getzel, E. E. (2020). Planning for the future: One student at a time. VCU Center on Transition Innovations. https://centerontransition.org/resources/publications/download.cfm?id=104
Bullis, M., Davis, C., Bull, B., & Johnson, B. (1995). Transition achievement among young adults with deafness: What variables relate to success? Rehabilitation Counseling Bulletin, 39, 130–150.
Council for Exceptional Children’s Division of Career Development and Transition Publications Committee (DCDT: August 2013). Fast Facts: Self-Care and Independent Living Skills. https://ripin.org/ripin/wp-content/uploads/2020/11/DCDT-Fact-Sheet_IndependentLiving_Delphi_Final.pdf
Flexer, R. W., Baer, R. M., Luft, P., & Simmons, T. J. (2013). Transition Planning for Secondary Students with Disabilities (4th ed.). Pearson.
Individuals with Disabilities Education Improvement Act, Pub. L. 108-446, 20 U.S.C. § 1400 et seq. (2004).
Kunkes, I., & Groah, C. (2021). Helping students with disabilities successfully transition to college. VCU Center on Transition Innovations. https://centerontransition.org/resources/publications/download.cfm?id=134
Rowe, D. A., Alverson, C. Y., Unruh, D. K., Fowler, C. H., Kellems, R., & Test, D. W. (2015). A Delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Exceptional Individuals, 38, 113-126.
Runner, P. (2022, December 4). Competitive Integrated Employment Toolkit. http://www.teachingtransition.com/2022/12/competitive-integrated-employment.html
Russell, C. E. (2020). College options for students with disabilities. VCU Center on Transition Innovations. https://centerontransition.org/resources/publications/download.cfm?id=96
VCU Center on Transition Innovations. (n.d.). Courses. Retrieved March 28, 2023. https://centerontransition.org/courses/
Wagner, M. M., Newman, L. A., & Javitz, H. S. (2014). The influence of family socioeconomic status on the post–high school outcomes of youth with disabilities. Career Development and Transition for Exceptional Individuals, 37, 5-17.
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