
There are many things to consider when transitioning from high school.
The following pages contain many useful tips to make the transition smoother and give you the information you need to make the right decisions for yourself.
There are many things to consider when transitioning from high school.
The following pages contain many useful tips to make the transition smoother and give you the information you need to make the right decisions for yourself.
A Transition is defined as being a set of coordinated activities that:
The Individuals with Disabilities Education Act, (IDEA), 2004, outlines:
Why is Educational Transition Important?
Transition planning became a focus of federal policy for students with disabilities beginning in the 1980s, when it was conceptually operationalized as a ‘bridge’ from school to young adulthood (Will, 1984).
Early transition planning and implementation focused on employment.
Halpern (1990, 1992) designed a more appropriate model that incorporated not only a student’s employment but residential environment, social supports, and community adjustments.
Frank and Sitlington (1990) posed that post-school transition would be ‘successful’ for students with disabilities not only if they obtained employment, but lived independently, paid part of their living expenses, and were involved in more than one community leisure activity.
So, how is that working for us?
Transition literature, research, and professional personnel training has primarily focused on employment (Sitlington, 1996).
Post-school adult adjustment for students with disabilities has been poor but improving (NLTS2, 2004).
Most leisure choices by students with disabilities are typically physically passive (NLTS1, 2003).
Because many students with disabilities don’t access or take part in community programs, they can be socially isolated. Community integration and social interaction are primary indicators for quality of life.
It is speculated that the lack in addressing the interests of a student with disabilities in transition planning is a major factor in poor post-school adjustment. So adjusting to community life and participation should be a significant part in post- school transition planning.
Educational Transition assessments need to include:
The student's physical activity, fitness, and community activity cannot be overlooked: