The completion of high school is the beginning of adult life. Entitlement to public education ends, and young people and their families are faced with many options and decisions about the future. The most common choices for the future are pursuing vocational training or further academic education, getting a job, and living independently.
For students with disabilities, these choices may be more complex and may require a great deal of planning. Planning the transition from school to adult life begins, at the latest, during high school. In fact, transition planning is required, by law, to start once a student reaches 14 years of age, or younger, if appropriate. This transition planning becomes formalized as part of the student's Individualized Education Program (IEP).
The Transition Summary from the National Dissemination Center for Children with Disabilities, provides ideas and information on how students, families, school personnel, service providers, and others can work together to help students make a smooth transition. In particular, this document focuses on creative transition planning and services that use all the resources that exist in communities, not just the agencies that have traditionally been involved. This publication also provides:
- definitions of some terms used in transition planning,
- lists of individuals and agencies that can help the IEP Team create a successful transition plan,
- guides to finding the groups and agencies that provide transition services,
- examples of creative transition plans, and
- ways to improve the transition system by working at the community level.
For more information about Transition Planning, Click Here.
We CARES: This manual is designed for front-line workers working with
people who are homeless and at risk of homelessness. It provides some practical,
realistic and do-able ways to work with adults affected by FASD. If you’re working with the homeless, chances are you’re working with people affected by FASD. For more information, Click Here.