Creating the Transition Plan

Marcia, a 20-year-old student with mild cognitive disabilities and a mild hearing impairment, has a transition goal of full-time employment upon graduation this year. Marcia has a one-year-old child. Marcia's transition planning team includes her and her family, the vocational educator, special educator, vocational rehabilitation counselor, mental retardation case worker, hearing specialist, social worker, and occupational therapist.

Starting at age 17, Marcia had begun exploring job opportunities through job shadowing and internship experiences. Both Marcia and her parents reported that she likes working with people, that she likes working inside, and that she would prefer an office setting. Marcia's vocational education teacher observed her in a simulated work experience and reported that Marcia followed instructions when given visual cues from a co-worker. The vocational educator and vocational rehabilitation counselor identified a small business that needed office assistance. Marcia, working with the vocational rehabilitation counselor and her special education teacher, set up a job interview at the small business and was successful at obtaining a part-time job as an administrative aide.

The counselor/special educator team observed the work setting and identified the work and social demands of the job. The IEP transition team identified that Marcia would need the following supports to work: visual cues outlining the steps of the job; co-worker to assure safety (for example, in an emergency); monitoring for errors; a flashing light on the telephone; transportation training; and child care for her son. The special educator and rehabilitation counselor provided training to the employer and other employees who, in turn, agreed to provide the natural supports Marcia needed and develop the visual clues for the steps of the job.

The occupational therapist and the family developed a plan for Marcia to learn how to travel using the city buses. The social worker identified a good low-cost child care setting, and the Department of Social Services agreed to cost-share these services with Marcia (who receives SSI) until one year after graduation. The social worker also agreed to coordinate Marcia's participation in a parenting class offered by the Health Department. The IEP Team recommended a consultation with a representative from the Social Security Administration (SSA) to provide guidance on benefits and the use of any work incentives.

The local school agreed to provide a job coach initially, and the Department of Mental Retardation Services agreed to pick up this cost six months prior to graduation. The rehabilitation counselor, who specializes in working with students with hearing impairments, agreed to act as job monitor for this placement and to follow up with Adult Education or the Literacy Council for Marcia's continued education options. The rehabilitation counselor continued to work with Marcia, and by the time she exited school Marcia had secured a full-time position at the business.

Carlos, a 16-year-old junior in high school with a significant learning disability, plans to attend college upon graduation. Carlos loves working with computers and demonstrates skill and interest in using computers for graphic design. (Carlos's team includes him and his family, guidance counselor, independent living center representative, postsecondary education support services provider, and a student with a learning disability who had graduated two years ago and is currently attending college.)

Since Carlos is interested in pursuing a career involving computers, but is still undecided about what he would like to major in, the guidance counselor provided a list of colleges that offer a variety of computer-related degrees, including graphic design, programming, and management information systems. Carlos agreed to attend the local College Fair, and his family agreed to take him to visit campuses and observe and inquire regarding the support Carlos may need.

The team agreed that, in order to be successful in college, Carlos would need a college that offered small class size, student mentoring services, and note-taking services. The team agreed that Carlos had depended on others to advocate for him. They recommended that Carlos improve his self-advocacy skills. The representative from the Center for Independent Living invited Carlos to participate in their next self-advocacy program as a means of meeting this transition service need, and the school division agreed to pay for the costs of this service.

The postsecondary service provider told Carlos, his family, and the other professionals that a local college was offering an orientation for new students which would give Carlos a flavor for the demands of the college setting. Funding for this was possibly available from the local advocacy group representing individuals with learning disabilities. The special educator reported that the advocacy group was looking for individuals to apply to their program. The guidance counselor set up an appointment with the family, to discuss options for college financial assistance.

Mark, a 20-year-old youth with mental retardation, will be finishing high school next year. Mark has long expressed a strong desire to live independently after leaving high school. His older brother has his own apartment, and Mark associates living on his own with being an adult. Living independently is part of Mark's transition plan, which also includes employment and attending a community recreation program for adults with disabilities.

Two years ago Mark's family, working on the advice of the other IEP Team members, put him on a waiting list to be matched with other individuals who are looking for housing. Over the past three years, the IEP Team has worked on improving Mark's advocacy and independent living skills. Mark's family contacted the local Arc and was able to connect with a mentor to help Mark strengthen his self-advocacy skills. The occupational therapist at school focused on improving the critical living skills Mark needed to live on his own.

At the beginning of this school year, Mark's family contacted the county agency that serves adults with disabilities. The agency assigned a service coordinator (sometimes called a case manager) to work with Mark and his IEP Team. The service coordinator, along with the IEP Team, determined the level and types of support Mark needed, and arranged for the necessary supports he needed to keep a job and live with others. The IEP Team, including Mark's family and the service coordinator, determined that Mark could live with individuals with other disabilities in a house or apartment on a cost-share basis as long as he received daily assistance. A residential support person would visit Mark every day to monitor that his needs were being met, to help with finances and nutrition, and to set up recreational activities.

Mark also would need training on how to use city transit system, so he could travel independently from home to job and the community recreation center. His IEP Team established an IEP goal for Mark to learn how to use public transportation. The Department of Rehabilitative Services counselor reported that rehabilitation services could assist Mark in purchasing the assistive devices he will need on the job. The service coordinator agreed to monitor Mark's integration into the community over the year following graduation.