Transition Planning: Teaching Parents Transition Before It Begins

1. Transition Planning: Teaching Parents Transition Before It Begins Contessa Bass-Hubbard Kylie Lyons, M.Ed. University of Oklahoma

2. Parents as Advocates “Excellence is the result of caring more than others think is wise, risking more than others think is safe, dreaming more than others think is practical, and expecting more than others think is possible.” Howard Schultz

3. Parents as Advocates • What does a diagnosis mean? • What are your child’s rights? • IDEA, 504 • What resources are available to your child? • What can you do to ensure the success of your child?

4. What is Transition Planning? “A coordinated set of activities for a child with a disability thatA. is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; B. is based on the individual child’s needs, taking into account the child's strengths, preferences, and interests; C. 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.” Section 1401, Wrightslaw: Special Education Law, 2nd Edition

5. Transition Planning • Transition planning must be included in the first IEP that will be in effect when the child turns 16 years old. • What are the benefits of beginning to plan earlier? • Developing realistic lifelong goals • Self-determination and self-advocacy • Time to plan and knowledge for advocating • Exploring goals and aspirations with your child

6. Who Is Involved in Transition Planning? “One-fourth of students with learning disabilities either do not attend or attend but participate only minimally in their transition planning meetings. Another 60 percent attend and participate moderately. Only 14 percent both attend and take a leadership role in the process.” “While 85 percent of parents (or guardians) are active participants in transition planning, parents reported that IEP goals are determined mostly by the school. Goals are determined by the parents and student only about 20 percent of the time.” http://www.greatschools.org/special-education/health/933-idea-2004-close-up-transition-planning.gs?page=all

7. Who Is Involved in Transition Planning? • Student • Parent • Teacher(s) • Counselor(s) • Special Education teacher(s) • Rehabilitative services • Institutions of Higher Education • Family members • Friend(s) • Sibling(s)

8. Utilizing Assessments and Other Resources for Transition Planning

9. Post-Secondary Goal Setting • Transition to Employment • Transition to College orVocational Training • Transition to Independent Living

10. Transition to Employment • Assessments and Supports

11. Transition to College or Vocational Training • Assessments and Supports

12. Transition to Independent Living • Assessments and Supports

13. Questions? Contessa Bass-Hubbard Cmhubbard-bass@okcps.org Kylie Lyons, M.Ed. Kylie.lyons@ou.edu