Transition Planning for Teens with Special Needs

Transition Planning for Teens with Special Needs

Recent data indicates that the typical graduation price for students with disabilities—those served by IDEA—was 67.1%. Overall graduation prices for all students is 84.6%, so this represents a drastically reduced price. This roughly translates to only two of every single 3 students with disabilities graduating with a frequent higher college diploma and inside 4 years of beginning ninth grade. The other 1 of 3 took longer to graduate with a frequent diploma, graduated with an alternate diploma, or didn’t graduate at all. Though this graduation price is up from preceding years, it nevertheless indicates there is work to be accomplished with equity and inclusion for students with particular wants as they navigate by way of higher college and beyond.

As portion of finest practice, Individuals with Disability Education Act (Concept) calls for that transition preparing begins by the time a student with particular wants turns 16. For quite a few states this approach starts earlier at ages 13 or 14 and/or normally as a student transitions from middle to higher college. Concept defines the transition as a twofold approach.

First, the objectives in the IEP (Individual Educational Program) transition program should really state what a student’s program is immediately after higher college. This can consist of vocational education, post-secondary education like college, looking for employment/job, and independent living. The objectives then serve as the map for the student as he/she continues by way of higher college.

From right here the transition program typically incorporates added objectives that will differ by student and capability levels. Students that are collegiate bound for instance could require practice with test taking expertise with any modifications that could be required such as further testing time clearly identified and documented. As their peers start the college evaluation and tour approach, higher college students with particular wants should really also be reviewing for accessibility problems. Can a student that utilizes a wheelchair for instance have complete access to the campus atmosphere or will a student on the autism spectrum have accommodations for noise/sound sensitivity.

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Some students could advantage from a Life Skills Program that incorporates solutions for Activities of Daily Living such as preparing a basic meal, producing a bed, folding and placing away garments or even practicing dressing skills. Functional Living Skills could have to be addressed and can consist of solutions like mastering to ride public transportation, money management, and time management. Prevocational expertise such as mastering to fill out a job application, practicing basic sorting and assembly tasks and understanding and implementing simple job expertise in essential places like meals service, retail and clerical work could be other places of focus. Social and Emotional Learning ideas could have to be created and refined so that a student is in a position to effectively navigate their respective neighborhood atmosphere. As portion of SEL and self-management expertise, students should really study to advocate for their personal self-regulation wants such as the use of sensory tools and spaces for calming and organizing.

No matter what the student’s path, Concept supports the idea of student-centered transition preparing. These implies that the student, the parents, the particular education group along with any basic education instructors be actively involved in the approach. Transition services that are primarily based on a student’s strengths, preferences and interests enable assure that the student requires an active part to the extent achievable in the next chapter of life immediately after higher college!

For added info check out our School Specialty High School sources web page.

Cecilia Cruse

Cecilia Cruse, MS, OTR/L has a BS degree in Occupational Therapy from the University of Florida, and her Master’s degree in Education from Georgia State University. She is SIPT certified and has more than 25 years’ knowledge in pediatrics with college-primarily based services, acute care, and outpatient pediatric settings.
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