Federal Partners in Transition National Transition Dialogue
The Federal Partners in Transition National Online Dialogue was held on May 13 to May 27, 2013 through the U.S. Departments of Labor, Education, Health and Human Services and the Social security Administration. The dialogue generated ideas and comments about federal legislative and regulatory barriers and other opportunities to improve transition outcomes for youth with disabilities.
Based on the input of participants, a report entitled Federal Partners in Transition National Online Dialogue: Participation Metrics was developed to summarize the dialogue’s results. “Your thoughtful responses have added tremendous value and will help to frame our efforts to work together strategically to develop a plan to improve transition results for youth with disabilities by 2020”.
To view the full report, click on this link:View PDF File.
Posted in college, Employment, Evidence-Based Practices, Family Involvement, Funding, Independent Living, Inter-Agency Collaboration, Legislation, Program Structure, Self-Determination, Student Development, Student-Focused Planning, Technology, Transition Services
Colorado Department of Education
Numerous follow-up and follow-along studies of youth with disabilities in areas such as employment, living arrangements, post-secondary education and training, and community participation have shown that these individuals do not succeed as well as young adults when compared to the general population. In order to improve these outcomes for youth with disabilities, transition services requirements were included in the Individuals with Disabilities Education Act (IDEA P.L. 101-476). The basic purpose of including transition components in the legislation is to better prepare students with disabilities to gain access to the supports and services necessary to reach their desired outcomes and become as independent as possible. The transition planning process should promote successful movement from school to post-secondary education and training, employment, independent living, and community participation based on students’ preferences, interests and abilities.
The concept of transition is simple. First help students and their families think about their life after high school and identify desired outcomes and then to design their school and community experiences to ensure that the student gains the skills and connection necessary to achieve those outcomes. The transition services requirements of IDEA provide opportunities to:
- Help students and families think about the future and consider what they want to do after high school.
- Plan how to make the high school experience most relevant to the student’s desired outcomes, and
- Help students and families make connection to supports and services that they make need after high school.
Although the concept of transition is simple, the process of planning and providing transition services based on individual student needs may be challenging in our complicated systems of education with limited resources. This toolkit provides information and tools necessary in creating a comprehensive and individualized transition process.
See more information and download the toolkit here.
Posted in Assessment, Employment, Evidence-Based Practices, Family Involvement, Independent Living, Inter-Agency Collaboration, Program Structure, Self-Determination, Student Development, Student-Focused Planning, Transition Services
“What Do Parent Center Transition Specialists Need to Know?” is a white paper prepared by the Technical Assistance on Transition and the Rehabilitation Act (TATRA) Project at PACER Center, on the knowledge areas, skills, and abilities important for professionals working with transition-focused parent information and training.
Read the paper here.