Describe some of the transition activities that should be considered when preparing transition plans with the IEP team at in each of the following time periods: 4-5 years, 2-3 years, and one year before leaving the school district

Question

What will be an ideal response?

Answer 1

Four to Five Years Before Leaving the School District
• Identify personal learning styles and the necessary accommodations to be a successful learner and worker.
• Identify career interests and skills, complete interest and career inventories, and identify additional education or training requirements.
• Explore options for post-secondary education and admission criteria.
• Identify interests and options for future living arrangements, including supports.
• Learn to communicate effectively your interests, preferences, and needs.
• Be able to explain your disability and the accommodations you need.
• Learn and practice informed decision making skills.
• Investigate assistive technology tools that can increase community involvement and employment opportunities.
• Broaden your experiences with community activities and expand your friendships.
• Pursue and use local transportation options outside of family.
• Investigate money management and identify necessary skills.
• Acquire identification card and the ability to communicate personal information.
• Identify and begin learning skills necessary for independent living.
• Learn and practice personal health care.

Two to Three Years Before Leaving the School District
• Identify community support services and programs (Vocational Rehabilitation, County Services, Centers for Independent Living, etc.)
• Invite adult services providers, peers, and others to the IEP transition meeting.
• Match career interests and skills with vocational course work and community work experiences.
• Gather more information on post secondary programs and the support services offered, and make arrangements for accommodations to take college entrance exams.
• Identify health care providers and become informed about sexuality and family planning issues.
• Determine the need for financial support (Supplemental Security Income, state financial supplemental programs, Medicare).
• Learn and practice appropriate interpersonal, communication, and social skills for different settings (employment, school, recreation, with peers, etc.)
• Explore legal status with regards to decision making prior to age of majority.
• Begin a resume and update it as needed.
• Practice independent living skills, e.g. budgeting, shopping, cooking, and housekeeping.
• Identify needed personal assistant services, and if appropriate, learn to direct and manage these services.

One Year Before Leaving the School District
• Apply for financial support programs (Supplemental Security Income, Independent Living Services, Vocational Rehabilitation, and Personal Assistant Services).
• Identify the post-secondary school you plan to attend and arrange for accommodations.
• Practice effective communication by developing interview skills, asking for help,and identifying necessary accommodations at post-secondary and work environments.
• Specify desired job and obtain paid employment with supports as needed.
• Take responsibility for arriving on time to work, appointments, and social activities.
• Assume responsibility for health care needs (making appointments, filling and taking prescriptions, etc.).
• Register to vote and (if male) for selective service.