Transition Services is defined by the 1997 Amendments to the Individuals with Disabilities Act (IDEA) as a coordinated set of activities for a student, designated within an outcome-oriented process, which promotes movement from school to post-school activities including: post-secondary education, career training, adult services, independent living, community participation, and integrated employment (including supported employment.) The coordinated set of activities shall be based upon the individual needs of each student, taking into consideration his/her preferences and interests. IEP goals and objectives are required for the following areas: * Instruction
* Related Services
* Community Experiences
* Development of employment and other post-school adult living objectives * Daily living skills and functional vocational evaluation are required.
“The importance of the transition specialist, or career education specialist, in the types of projects cannot be underestimated. The relationships these staff members maintain with the participants are crucial to the structure and success of these services”(Bullis and Cheney, 1999).
Vocational Evaluation is a comprehensive process that systematically uses work activities, (either real or simulated), as the focal point for assessment of capabilities, vocational exploration and guidance. The purpose of vocational evaluation is to assist individuals in vocational development. Vocational evaluation incorporates medical, psychological, social, vocational, cultural, and economic data into the assessment process to determine realistic vocational areas. Transition Planning
Transition planning begins at a very early age. It continues through each educational phase of the student's life, culminating with adult living. A continuum of services focuses upon a student's preparation for transition through participation in career awareness activities, career exploration, vocational training and employment. A continuum of Transition Services has been developed to serve as a guideline for transition planning. The continuum begins at preschool and ends at age 22. Transition planning is documented in the Individualized Education Program (IEP) beginning at age 14. “There is a lack of student and parent output, little documentation of transition plan specifics for each student, and IEP that were almost exclusively academically focused with no obvious links between goal/objectives and transition outcomes. Indeed, these weaknesses in the use of the IEP process and document planning for transition directly affect the implementation of transition services”(Collet-Klingenberg, L. L., 1998). It is the responsibility of the IEP chairperson - usually the special education teacher - to arrange IEP / transition planning meetings for students at age 14 and older. The IEP notice to parents must include the following information: * The purpose of the IEP meeting is to develop / review the IEP and to consider Transition Services for inclusion into the IEP. * The student is invited to attend the IEP meeting.
* Appropriate agency representatives have been identified and invited to the IEP / transition planning meeting. The IEP transition meeting must include all required IEP participants, plus two other representatives, as follows: * Parents or Legal Guardians
* Special Education Teacher
* Regular Education Teacher
* Public Agency Representative (if appropriate)
* Other Individuals at the discretion of the parent or agency * Interpreter, when the parent or legal guardian is deaf or not proficient in the English language. * Career Education Teacher / Coordinator
If the student does not attend the meeting, steps should be taken to ensure that his/her preferences and interests are considered. If...