TRANSITION
What Is Transition?
The transition process is a set of coordinated activities that are designed to help your son or daughter move smoothly from school to adult life. This process formally begins with the IEP that will be in effect for your child’s 15th birthday. However, at age 12, a Level 1 vocational assessment which is made up of a student, parent and teacher interview-survey is completed. This assessment helps the school team with identifying your child’s strengths, needs, preferences and interests, as well as, your aspirations for your child.
Using person-centered planning techniques, the transition process focuses on your son or daughter's interests and abilities to develop a plan for the future in the areas of education, employment and independent living.
This process formally begins when your child reaches the age of 14. Transition planning is part of the IEP process, and should be reviewed each year.
How Does It Work?
Transition planning is part of the Individualized Education Plan (IEP) process and will be reviewed and updated each year. The individual plan will be developed by a team which includes the student, his/her parent(s), school staff who work with and/or provide support to the student, and when applicable, outside agency personnel. Specific roles may be assigned to each member of the team to help your son or daughter achieve his or her long-term goals.
The Transition Plan will be updated as needs and interests change. The plan will be built upon your child's strengths and abilities and may be updated as goals, preferences, interests and feedback from the student and family change.
These transition planning sessions will identify desired outcomes and develop action plans in the areas such as:
- Legal/Advocacy
- Personal Independence/Residential
- Recreation/Leisure
- Financial/Income
- Medical/Health Employment (with or without supports)
- Transportation
- Vocational Training/Continuing post-secondary education
- Other Individual and Family Support Needs and Services
Early Planning...
- Provides you with more time to explore options and alternatives with representatives from school and agencies
- Will allow you the time needed to apply for eligibility and support from agencies (other than the NYC Department of Education) that can be put in place while your child is still in school
- Allows us to have time to identify skills that need to be developed to increase your son or daughter’s participation in the community
- Gives all stakeholders time to identify and focus on all your child's needs
- Relieves anxiety for your entire family, as it allows for the creation of a detailed plan and informed decision making
What is Article 17-A Guardianship?
- Guardianship is a legal process by which the Surrogate's Court, pursuant to Article 17-A of the Surrogate's Court Procedure Act appoints a person or agency to make decisions for a person with an intellectual or other developmental disability who is over the age of 18. It also allows for the appointment of standby and alternate standby guardians.
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WHat CAN YOU DO NOW?
- Collect information about your child to learn more about his/her strengths, preferences and interests
- Talk to your child about what he/she wants to do when he/she leaves school
- Set goals for the future with your child
- Review guardianship and estate planning issues
- Talk to and educate your son/daughter about his/her disability and medical management needs (as needed)
- Learn about resources available in your local community
- Participate in the Family Support Fair in your borough
- Use the public transportation system with your child
- Explore post-secondary options with your child; visit local colleges, vocational training or other post-secondary programs
- Identify support services and programs for your son/daughter and family (e.g., family support services, SSI/Medicaid, Service Coordination, college accessibility services, job accommodations)
- Find out about program eligibility and funding resources available for post-secondary programs (e.g. ACCES-VR, OPWDD, OMH programs and/or educational opportunities)
- Participate in your borough’s Office for Persons with Developmental Disabilities (OPWDD) or Mental Health (MH) Council
- Be an active team member; you and your child should attend all scheduled transition planning and IEP meetings
- Ask your child’s teacher (or other staff) what you can do at home or in the community to support your child’s development of skills
- Stay involved and communicate with school staff as often as possible (e.g. Transition Linkage Coordinator, Teacher, Guidance Counselor)
- Periodically review and monitor the transition plan and services with your child and other team members.