Tips for Successful Transition Planning
What Practitioners Can Do:
1. Focus on the student. Ensure that transition plans are individualized, customized, and focus on the wishes, hopes, and dreams of the student.
2. Involve the student. It’s not just the law! Refrain from doing things that you think are “in the best interest of the student” just because you may not agree with their wishes. If at all possible, teach ways for the student to lead their own meetings!
3. Provide instruction on goal setting. Help students target both short and long-term goals, target potential barriers, and help them make a plan to attain and evaluate those goals.
4. Involve parents or guardians. It’s not just the law! Research shows that students prefer to involve parents and are more successful in reaching their goals when family input is received.
5. Assess the student’s current transition needs. There are many curricula and assessment tools available to help target areas of needs. One example is The Transition Behavior Scale by Stephen B. McCarney. Also explore several vocational scales to assess work-related interests and abilities.
6. Plan continually. Although IDEA does not mandate transition planning until age 14, it should ideally begin in pre-school. Remember, transition is a process, not a piece of paper.
7. Look for Opportunities and Experiences Everywhere. This includes within the school and community and encompasses both social and vocational skills. Encourage interagency coordination, including Vocational Rehabilitation. A great deal of legislation has encouraged school-community-business partnerships including:
*Smith-Hughes Act of 1917
*George Barden Act of 1946
*1950 P.L. 740 (Established Career & Technical Student Org.)
*Vocational Education Act 1963 & Amendments of 1968, 1976
*Carl D. Perkins Act 1984
*Carl D. Perkins Vocational & Applied Technology Act 1990
*Carl D. Perkins Vocational & Technical Education Act 1998
8. Let students do for themselves. Beginning when children are young,
teach independence and responsibility by assigning chores.
9. Provide real activities. Insist on job shadowing, volunteering, or part time employment. Don’t wait until after graduation to introduce the concept of work.
10. Focus on the short-term and long-term. Help students set both short and long-term goals (academic and personal) and have them evaluate their progress often.
11. Eliminate the “thank goodness he made it” syndrome. It’s not enough to “just” graduate. Transition means life past high school and becoming a successful adult.
12. Ensure that most of a student’s coursework should relate to what he wants “to be.” Individualize and customize a student’s schedule in conjunction with IEP/ITP goals to integrate post-graduation goals.
13. Avoid use of jargon in meetings. See the ABC’s of Transition Handout. Remember, most parents aren’t going to be familiar with the numerous acronyms that special education is famous for.
14. Make transition skill teaching a must! Offer classes specifically designed for transition planning. If this is not possible, try to integrate it into the regular curriculum as much as possible, especially in these areas: communication, conflict resolution, stress management, community awareness, employment, understanding diversity, self-esteem, peer relationships, daily living skills, self-determination.
15. Be realistic. Help students evaluate their strengths and weaknesses. Teach students about their disabilities, along with ways to compensate for their weaknesses and advocate for themselves. Most importantly, provide them with information to make realistic life decisions.
16. Evaluate your program’s effectiveness. Keep data on your students and seek input from other staff members, parents, other agency representatives, and especially students.
What Parents Can Do:
1. Be prepared! Prior to the meeting, talk with your child about their likes and interests, both academic and vocational. Take a list of questions to the meeting and take notes during the meeting to ensure all areas are covered.
2. Ask Questions! Professionals may have suggestions about your child but you know your child best. If you are in disagreement or want clarification regarding anything on your child’s IEP/ITP, ask someone to thoroughly explain.
3. Invite others who may be involved with the student. In addition to being able to provide valuable information about your child, they will also be able to serve as a support system.
4. Focus on the student’s strengths. While it is natural to be concerned about potential barriers to success, help professionals focus on what your child does best and build from there.
5. Focus on problem solving rather than blaming. Unfortunately, by the time many students reach high school, they have had a negative experience with school personnel. However, in order to be most productive, it is imperative to remain focused on generating ideas for success rather than dwelling on things that may not have worked in the past.
6. Always ask for copies and maintain documentation. This includes anything (IEP/ITP, testing, evaluations, behavior plans, etc) that involves your child.
7. Most importantly, remember that you may ask the team to re-convene at any time if the IEP/ITP is not working.
What Students Can Do:
1. Think about what you want for the future. Try to imagine your life in 6 months, a year, 5 years, 10 years. Where do you want to live, work, etc?
2. Evaluate yourself. What are your strengths and weaknesses (social, academic and vocational)? What are your interests and hobbies? If you’re not sure, ask your teacher about interest and vocational inventories to help guide your thinking.
3. Think about goals that you want to accomplish, both short and long term.
4. Think about the things and people that can help you reach your goals.
5. Learn about programs and services that may help you reach your goals. Ask your teachers and guidance counselors about your options.
6. Learn about your disability, your rights and your responsibilities. A big part of successful transition lies with your ability to be your own best advocate.
7. Talk with your parents and teachers prior to IEP/ITP meetings. Your future can’t be decided in one hour-long meeting. After the meeting, speak with your teachers, parents, and others involved about your progress or any concerns you may have.
8. Speak with your teacher about leading your own IEP/ITP meetings. It will take a lot of work on your part and learning new skills but it is worth it. After all, who knows more about you than you?
9. Ask questions! If there is something you don’t understand or agree with, ask questions. The decisions that are made are about you and will affect your future. Remain calm and listen to explanations.
Remember, transition planning is like a journey. Where are YOU going?
Barclay, Judy & Cobb, Jan. (2001). Full Life Ahead: A Workbook & Guide to Adult Life for Students & Families of Students with Disabilities. Southeast Regional Resource Center.
Lyle, Molly. (2000). The LD Teacher’s IDEA Companion . LinguiSystems, Inc.
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