Transition planning is about helping students plan for life beyond high school. This kind of planning should not only focus on academic courses of study, but should coordinate exploration and experiences in the areas of post-secondary training and education, employment, independent living, and leisure activities.
Planning
for adulthood
Planning for adulthood for an individual with a disability is a team sport! The youth, parents, teachers, and agency representatives should work together to create a seamless transition plan based on the student’s strengths and needs. This can be achieved by starting team meetings at age 14, in doing so the team is giving the youth time to explore options and seek out appropriate vocational training and agency supports. The plan should be student-focused, taking into consideration those interests and skills that the youth exhibits, matching them to a vocation that is fitting; transition and work-based learning assessment tools should be used as a guide.
Parents should always contact Regional Integrated Human Services to inquire about agencies in the county that can assist in the transition process. The same process should be applied to foster children, as RIHS is an invaluable resource to connect the youth to the appropriate services that are available once the youth ages out of the foster care system.
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Parents need to consider options with guardianship, power of attorney, or supported guardianship for the youth by consulting agencies and legal counsel. Parents of students receiving Social Security benefits should consider opening Trust Funds or ABLE accounts on behalf of the youth for financial security as the youth ages. The ARC of Westmoreland and Achieva have many resources to guide parents.
A Timeline
for Transition
Students should begin planning for the future at age 14, documenting the process through annual IEP meetings.
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Click HERE for a form that will help guide you through the process.
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