• Secondary Transition
  • Definitions
  • Helpful Websites
  • Self-Advocacy Training

Secondary Transition

Students graduating from high school often face a future that has more questions than answers. For students with disabilities, the future can be even more uncertain. Transition planning helps students with disabilities, and their families, prepare for the transition into adult life after graduation from high school.

Transition Specialists work with school Special Education staff and students in Resource Programs to help implement a successful transition from school to the adult world. The Transition Specialist is directly responsible for assisting with transition plans for students with special needs. These responsibilities may include program planning, coordinating, monitoring, evaluating, educating, implementation, and public relations.


Definition of Transition Services

Secondary Transition Logo Transition Services is defined as a coordinated set of activities for students with a disability. It is designed to be within a results-oriented process 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 training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. It is based upon the individual student's needs, taking into account the child's strengths, preferences, and interests; and 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 a functional vocational evaluation.


On-Line Trainings

09-26-18 - COPS On-Line Training with EDITS Trainer - Lisa Lee
09-13-19 - Morning session: Transition-Based IEP Training
09-13-19 - Afternoon session: Transition-Based IEP Training

Definitions

Transition Services is a coordinated set of activities for students with a disability. It is designed to work within 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 training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. It is based upon the individual student's needs, taking into account the child's strengths, preferences, and interests; and 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 a functional vocational evaluation. 92 NAC 51-003.70.


Six Areas of Transition

ALL areas should be addressed on the Individual Education Plan (IEP)

  • Community Experiences: Activities and strategies that are generally provided outside the school environment. This may include social, recreational, government, leisure, shopping, banking, transportation and other opportunities.
  • Instruction: May be formal or informal. This may include coursework, educational experiences, training, activities to prepare for post-secondary education, skill training and/or adult living.
  • Daily Living Skills: Activities that adults do daily. This may be meal planning/preparation, budgeting, maintaining a residence, paying bills, raising a family and/or personal hygiene.
  • Employment: The focus would be on the development of work related skills and behaviors. This may include job exploration, training, job shadowing and/or non-paid work experience.
  • Functional Vocational Evaluation: An assessment process that provides information about jobs and careers. This can include both formal and informal evaluations.
  • Related Services: Corrective, developmental and other supportive services required to assist a student with a disability to benefit from special education. This may include transportation, physical, occupational, speech therapeutic, hearing, psychological, orientation/mobility, counseling and/or therapeutic recreation.

Self-Advocacy Training

As a student with disabilities, you face unique considerations as you plan for college. To help you address these issues, the University of Nebraska-Lincoln Project NETS and EducationQuest Foundation have developed a handbook entitled, College Planning for Student with Disabilities - a supplement to the College Prep Handbook.

Becoming a self-advocate in high school will help you succeed in college. At the college level, you will be responsible for identifying and requesting support services. Parents aren't automatically involved with your college education, and most colleges prefer working directly with the student.

As a "self-advocate" you communicate your needs with logical and positive language. To be an effective self-advocate, you must understand your disability, know how it impacts your learning, and become comfortable with describing your disability and academic-related needs to others. Covered topics include: Self-advocacy | Exploring Careers | Entrance Exams | College Selection | Admission and Financial Aid | Next Steps | Rights and Responsibilities

Visit here to learn more: EducationQuest