CHAPTER FIVE: Transition to Adulthood

On graduation day from high school, most students have plans for what will happen next. Students with disabilities have the same right to be fully prepared for their future at the point of graduation. In order for that to occur, there needs to be sound transition planning beginning at age 14 and evolving with each ensuing year until the student leaves school. Each plan is highly individualized and should encompass planning in the areas of post-secondary education, vocational education, employment (including supported employment), income, social security and medical insurance, living arrangements, leisure time activities, situational assessments, independent living skills, as well as provide opportunities for the student to become familiar with his/her home community. Each student will require different types of support in order to realize his/her dreams for the future. The material in this chapter will provide you with some tools to help you to participate in the transition planning necessary with your son or daughter.

“Disability is a natural part of the human existence and in no way diminishes the right of persons with developmental disabilities to live independently, enjoy self-determination, make choices, contribute to society, and experience full integration and inclusion in the economic, political, social, cultural, and educational mainstream of American society.”

- The Developmental Disabilities Assistance and

Bill of Rights Act Amendment of 1993

"Transition services" means a coordinated set of activities for a student, designed within an outcome-oriented process, that 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.

For every student classified with an IEP that is 14 years of age and older (or younger, if appropriate) there needs to be a statement of the transition service needs. Note: 14 means the day the student is 14, not entering into the high school setting. The statement of transition service needs focuses on the student's courses of study. It is an identification of and planning for the courses (required, elective, modified or specially designed courses as well as other educational experiences in the school or the community) that the student will be taking in each grade or year from 14 years of age on. The concept is to identify the required courses that lead toward graduation and to also think about, plan for and ensure that all educational experiences offered to the student will help them achieve their desired post school goals or outcomes, whether that be post-secondary, employment, training, independent living, etc. Long-range planning regarding educational programming and experiences should be done for all students with disabilities from 14 years of age on, or younger, if appropriate.

The long-range course and sequence of study is to ensure that youth with disabilities do not end up without the courses necessary to prepare them for adult life or further training and education. Too often students in their senior year of high school decide that further education at a college is desired, only to discover that the course and sequence of the past four years did not prepare them for the college they want to attend. By identifying the scope and sequence of classes necessary to gain admission to an identified post-secondary option that student has a long-range educational plan that will prepare them. The design of the high school educational program and experiences must be approached with the same diligence and thoughtful planning as one entering the college arena.

For every student classified with an IEP that is 16 years of age and older (or younger, if appropriate) there needs to be a statement of needed transition services. This statement of needed transition services within the IEP is a long-range two- to four-year or longer plan for adult life. This statement or long-range plan is much broader than the statement of transition service needs or long-range educational plan beginning at age 14. Both are necessary components of transition planning required by law. When combined, they help assure that every student will have a better chance of achieving their post school goals and desires. They also help to make sure that students are linked to and will receive any needed supports, services and programs.

The statement of needed transition services within the IEP must include at a minimum the following areas around which long-range post-school planning is done:

In developing this statement (or long-range plan) that includes each of the required major planning areas (as listed above) one must think about and describe this statement as a "coordinated set of and activities that promotes movement from school to desired post-school activities." This coordinated set of activities should be looked upon as a set of strategies. Substituting the word strategies for activities helps one to think about a bigger picture or a plan for adulthood that goes beyond an annual plan, annual goals, short-term objectives, or specific learning activities.

When combined, all of the strategies are in essence the big picture, long-range plan for adult life. This plan requires the involvement of many players. As a result, there will be strategies that will be the responsibility of parties or agencies other than the public school. It must be a coordinated effort between all parties and agencies concerned with or involved in the life of the student.

If the participants in the Individualized Education Program meeting determine that transition services are not needed in one or more of the specific areas, the IEP shall include a statement to that effect and the basis upon which the determination was made.

The case manager is responsible for transition planning. Initial evaluation or reevaluation shall include assessment(s) to determine appropriate post-secondary outcomes. The Individualized Education Program designates the person(s) responsible to serve as a liaison to post-secondary resources and make referrals to the resources as appropriate. In addition to the required participants in an initial IEP meeting or an annual review meeting, the pupil with educational disabilities and a representative of any other agency that is likely to be responsible for providing or paying for transition services shall be invited to attend the IEP meeting. Notice of the meeting is provided to the participants according to N.J.A.C. 6A:14.

If the pupil with educational disabilities does not attend the IEP meeting where transition services are discussed, the district Board of Education or public agency shall take other steps to ensure that the pupil's preferences and interests are considered. If an agency invited to send a representative to the IEP meeting does not do so, the district Board of Education or public agency shall take others steps to obtain the participation of the other agency in the planning of transition services.

If an agency other than the district Board of Education fails to provide the transition services included in the pupil's IEP, the district Board of Education shall reconvene a meeting of the IEP participants. Alternative strategies to meet the pupil's transition objectives shall be identified.

Beginning at least one year before the student reaches age 18, a statement that the student has been informed of the rights under N.J.A.C. 6A:14 will transfer to the student on reaching the age of majority. At age 18, the adult student has the right to make his/her own IEP decisions, unless the parent has obtained guardianship.

For many students with disabilities, a high school diploma and when to accept it is sometimes a dilemma. The high school diploma can be an end to the special education services and supports a student has been entitled to under law even though the student has not reached the end of his or her 21st year. It's important to know that IDEA entitles students with disabilities to a free, appropriate public education through age 21. The U.S. Department of Education has stated that the IDEA neither requires nor prohibits the provision of services to a student after the student has completed the state's graduation requirements. In other words, IDEA permits states to continue providing services after graduation, as long as the student is still within the age requirements.

Post Secondary Education

four-year college or university
community college
trade school
private school
adult voc tech school

Career Exploration and Development

vocational evaluation
career assessment
community based job exploration
community based job sampling
shared time at voc tech
paid work experiences
apprenticeships
part-time employment in chosen field prior to graduation

Functional Academics

math (budget, money management skills)
reading (identification and comprehension)
writing (filling out forms, signing checks)
computers
job resumes

Self Determination

knowledge of one's own disability
knowledge of rights
self-assessment
learning styles
appropriate communication technique
assertiveness skills

Independent Living Skills

community resource training (banks, post office, shopping, libraries, train stations, bus stations, etc.)
residential living skills
mobility/transportation
communication skills
recreation/leisure
social relationships
self determination
self-medication/health and safety

Adult Service Linkages

DVR (Division of Vocational Rehabilitation), CBVI (Commission for the Blind and Visually Impaired)
DDD (Division of Developmental Disabilities)
MH (Mental Health)
Social Security and Medicaid
County Office on Disability
Centers for Independent Living
adult service providers (residential, employment, recreation, etc.)
other linkages in the community based on individual student need

Other Issues

insurance
guardianship
long-term permanency planning
family relationships
income and benefits maintenance

Developed for The New Jersey Partnership for Transition from School to Adult Life for Youth with Disabilities.

Transition planning is a highly individualized process based on a student's preferences and choices in planning for their future. Your role as a parent must be:

The following strategies for involvement may be appropriate in the planning of your son or daughter's transition from school to adult life:

1. If your young adult is college bound, involve the guidance counselor in the planning and establish the supports necessary for success. Be knowledgeable about Carnegie curriculum credits, High School Proficiency Test requirements, PSAT, and SAT (available modifications and waivers).

3. Find out all the necessary college entrance requirements (for two-year as well as four-year colleges and universities). Inquire as to any available supports for students with learning disabilities.

4. Look into transitional "prep" programs for the college bound student with a learning disability.

5. Provide opportunities for students to attend college fairs for students with learning disabilities.

6. Available "supports" are listed in Barron's and Petersen's College Guide for students with learning disabilities, but it is important to verify supports by visiting college campuses.

7. Become familiar with Section 504 of the Rehabilitation Act of 1973 as a possible means to acquire particular services for your son/daughter (see Chapter Two for more information on Section 504).

8. Make sure a functional curriculum is the foundation of your child's Individualized Education Program (IEP).

9. Actively support teachers' efforts to provide job training in a variety of jobs in community-based sites, work experiences in the high school, volunteer work, summer jobs (inquire about the Job Training Partnership Act).

10. Become informed and aware of adult services (including Social Security), not only the eligibility requirements, but also the funding sources.

11. Ensure that the school, Division of Vocational Rehabilitation, and Division of Developmental Disabilities are coordinating services and have assigned individuals as case managers well before your child graduates.

12. Insist that the transition plan specify employment training and job placement as appropriate, three to four years prior to your child's graduation.

13. Be informed about ongoing innovative employment programs around the country (by receiving the SPAN newsletter The Bridge or joining the New Jersey Association for Persons in Supported Employment).

14. Work with your child at home to promote appropriate behavior, good grooming, wise handling of money, and completion of chores. Allow him/her to be as independent as possible and provide him/her with opportunities to explore and enjoy the community.

15. Maintain regular records of outcomes achieved (wages, activities, SSI, etc). This could be done by having the Case Manager generate a resume, either traditional or "functional."

16. Maintain ongoing communication with program personnel in order to monitor your son's/daughter's progress and evaluate program effectiveness in relation to their needs.

18. Be involved in at least yearly updates of the IEP, Individualized Habilitation Plan (IHP), Individualized Written Rehabilitation Plan (IWRP).

19. Help to generally improve opportunities and services for adults with disabilities. For example:

20. Guardianship: The issue of guardianship is a complicated one. As parents, we want our young adult "children" to be independent and self-sufficient, but we also want them to be protected and safe. Some advocates believe that guardianship denies an adult with a disability their civil rights. Others believe that guardianship, or limited guardianship, is sometimes necessary to assure the safety and well being of some adults with disabilities. (For more information to help guide you in thinking about this difficult issue, contact TASH's Work Group on Guardianship and the Guardianship Association of New Jersey. Joanne McKeown, Transition Specialist for the southern region of NJ, offers technical assistance under the OSERS grant. She is the Special Child Health Services Family Resource Specialist for Camden County.)

All parents wish for their child to reach the fullest possible extent of independence. Many of the skills necessary can be taught at home, given time, patience and sometimes a sense of humor. Often your child will surprise you in learning a skill or part of a skill. If he or she can't complete the entire skill, start with a very small part that will give him/her success (for example, taking the vacuum cleaner out of the closet and plugging it in). Below are areas that can be stressed at home to further help your youngster.