Jane Storms, Ed O'Leary and Jane Williams (2000) --
Transition Requirements: A Guide for States, Districts, Schools, Universities, and Families.
Parents and Transition
IDEA 2004 strengthens the role of parents in educational planning and decision-making conducted on behalf of their child. The law states "that, to the maximum extent appropriate, children with disabilities be educated in regular classes with their non-disabled peers with appropriate supplementary aids and services."
This requires additional support and advocacy on the part of parents, who can serve as strong advocates for their child to participate in as many general education classes and activities as possible.
What is the Transition Process?
There is a transition team that helps to prepare your son/daughter to move
from school to adult life. You are part of this team. You can assist in your
son’s/daughter’s
transition process by:
Taking an active role by talking about the needs and goals
of your son/daughter.
Learning about local programs and community agencies by
making personal contacts (a local resource guide is available for specific
information)
Supporting your son/daughter throughout the transition
process.
What does the Individuals with Disabilities
Education Act specify about Transition Services?
Begin by answering the following questions about your son/daughter:
What do you want for your son/daughter during the next year, in five years, in ten years?
What type of employment do you want your son/daughter to have after finishing high school?
What type of education or training do you want your son/daughter to have after finishing high school?
Where will your son/daughter live after finishing high school?
What concerns you most about the future of your son/daughter?
Are there any community agencies you are currently working with that provide services to your son/daughter?
Name any community agencies that you would like to provide future services to your son/daughter after graduation or exiting from the school system.
Why is preparation for Transition so
important?
Young people leaving the school system frequently find there is no
coordinated adult system of services and supports to help them find work,
housing and recreational and leisure activities. Many have difficulty finding
jobs because they have not learned the academic, technical, and social skills
necessary to find and/or maintain employment. Too many young adults end up
sitting at home with very little involvement in their communities. The
transition requirements of the IDEA are designed to help students successfully
leave school to live and work within the community. Transition planning and
activities cover the student's school years from age 14 until school completion,
which may be through age 21 if there are continuing educational needs.
What can parents do to prepare their son or daughter for transition from school
to work and community life?
The road leading to a successful transition from childhood to adulthood
begins much earlier than the teenage years. It starts when children learn about
themselves, their strengths and weaknesses and, so doing, begin to value
themselves. It ends when, as adults, these same children can take control over
choices and decisions that impact their lives and take responsibility for their
actions. This is called self-determination (Davis & Wehmeyer, undated).
Parents can be effective educators in communicating to their children the
value of work and by teaching behaviors that develop their children's employment
potential. Parents can provide opportunities for enjoyable community activities
that allow children to see people at work in different settings. Parents can
allow as much independence as possible, assign children responsibility of
certain chores to help instill a positive work ethic, promote appropriate
behavior at home and in social situations, assist their children in practicing
good grooming skills, and emphasize the importance of physical fitness.
Parents can also support their children's development of self-determination
skills by helping them learn to work toward goals, setting realistic but
ambitious expectations for their achievements, and allowing them to take
responsibility for their own actions. Parents should not leave choice-making to
chance, but provide many opportunities for their children to make choices,
ranging from what to wear to helping the family decide where to go on vacation.
By being allowed the opportunities to make choices and decisions, to explore and
take risks and to learn from experiences of success and failure, children will
develop the abilities and attitudes necessary to be self-determined adults.
What is the parent's role in collaborating
with the school for their child's transition?
Parents can hold high expectations for their child when the IEP team meets for
planning the transition aspects of their individualized education program. They
can also assure that the IEP team considers all aspects of their child's future,
not just work. The IEP team should consider where the student would like to live
how the student will manage transportation, how the student will manage
financial affairs, and what types of leisure activities the student might
pursue. Future supports the student might need should be considered. This
information will assist the team in developing the student's educational goals.
The focus on functional, life-centered education for learners with disabilities
requires information pertaining to the student's home and community experiences
and skills. Parents have a wealth of information in this regard and should be
active participants in defining the transition services to be provided to their
son or daughter.
