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TS10, January 1999, Resources Updated 2002

A publication of the National Information Center for Children and Youth with Disabilities

Transition Planning:

A Team Effort

I

C

H

C

Y

TRANSITION SUMMARY

The completion of high school is

the beginning of adult life. Entitle-

ment to public education ends, and

young people and their families are

faced with many options and deci-

sions 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 appropri-

ate. This transition planning becomes

formalized as part of the student’s

Individualized Education Program

(IEP).

Transition services are intended to

prepare students to make the transi-

tion from the world of school to the

world of adulthood. In planning

what type of transition services a

student needs to prepare for adult-

hood, the IEP Team considers areas

such as postsecondary education or

vocational training, employment,

independent living, and community

participation. The transition services

themselves are a coordinated set of

activities that are based on the

student’s needs and that take into

account his or her preferences and

interests. Transition services can

include instruction, community

experiences, the development of

employment and other post-school

Table of Contents

Introduction.................................................1

Brief Legal Overview....................................2

Transition Teams..........................................3

Creating the Transition Plan......................8

How to Find Resources in Your

Community..............................................14

Community Level Transition Teams......17

Conclusion: Taking the First Steps..........18

Organizations............................................20

Publications...............................................21

By Sharon H. deFur, Ed.D.

College of William and Mary

NICHCY: 1.800.695.0285

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Transition Planning: A Team Effort (TS10)

In addition to transition

services beginning at

age 16, a statement of

transition service needs is

required at age 14.

adult living objectives, and (if

appropriate) the acquisition of

daily living skills and func-

tional vocational assessment.

The student and his or her

family are expected to take an

active role in preparing the

student to take responsibility

for his or her own life once

school is finished. Where once

school provided a centralized

source of education, guidance,

transportation, and even

recreation, after students leave

school, they will need to

organize their own lives and

needs and navigate among an

array of adult service providers

and federal, state, and local

programs. This can be a daunt-

ing task—one for which the

student and his or her family

need to be prepared.

This Transition Summary

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 particu-

lar, this document focuses on

creative transition planning

and services that use all the

resources that exist in commu-

nities, not just the agencies

that have traditionally been

involved. This publication also

provides:

² definitions of some terms

used in transition planning,

² lists of individuals and

agencies that can help the

IEP Team create a successful

transition plan,

² guides to finding the

groups and agencies that

provide transition services,

² examples of creative transi-

tion plans, and

² ways to improve the transi-

tion system by working at

the community level.

A Brief Legal Overview*

of Transition Planning

If students are to mature

into independent, productive

adults and become increasingly

responsible for their actions

and accomplishments, they

need to acquire the skills that

are of value in the world of

adulthood. The Individuals

with Disabilities Education Act

(IDEA) acknowledges this and

contains provisions meant to

encourage student involvement

and shared decision making.

Since 1990, transition

services have been a require-

ment of law for students who

are 16 years or older,

or younger if deemed

appropriate by the IEP

Team. The services are

planned at the IEP

meeting to which

students must be

invited. Thus, the

1990 IDEA legislation

provided students

with an enormous

new opportunity to be

involved in planning

their own education,

to look into the future, to

voice their preferences and

concerns and desires, to be

heard, to share in making

decisions that so directly affect

them.

Now, under the latest

reauthorization of the IDEA in

1997 (IDEA 97), this involve-

ment has been expanded. In

addition to transition services

beginning at age 16, a state-

ment of transition service

needs is required at age 14. At

this time, and updated annu-

ally thereafter, the IEP Team

looks at the child’s courses of

study (such as advanced

placement courses or voca-

tional education programs)

and determines whether or not

those courses of study are

leading the student to where

the student needs to be upon

graduation. What other courses

might be indicated, given the

student’s goals for life after

secondary school? Beginning to

plan at age 14, with an eye to

necessary coursework, is ex-

pected to help students plan

and prepare educationally.

Then, at age 16, or younger if

appropriate, transition services

are delivered in a wide range of

areas.

IDEA 97 has also outlined

procedures for the transfer of

parental rights to the student

when he or she reaches the age

of majority under State law.

Both the parents and the

student must be notified of

any transfer of rights that will

take place at that time. Stu-

dents are to receive the notifi-

*This legal overview was taken directly from the approved OSEP IDEA 97 Training Package, Module 9, pp. 9-11 through 9-13. This document is available from NICHCY.

Transition Planning: A Team Effort (TS10)

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NICHCY: 1.800.695.0285

cation at least one year before

they reach the age of majority.

A statement must be included

in the IEP that the student has

been informed of the rights, if

any, that will transfer to the

student on reaching the age of

majority. After the student

attains the age of majority, if

rights transfer, the school must

provide any notice required by

the law (e.g., procedural safe-

guards notice, notice regarding

an upcoming IEP meeting) to

both the student and the

parents. In states where rights

transfer, all other rights ac-

corded to the parents transfer

to the student. (If the student

is determined incompetent

under state law, then the rights

remain with the parents.)

Many students, however,

may not have the ability to

provide informed consent with

respect to their educational

program, although they have

not been determined under

state law to be incompetent. To

protect the interests of these

children, IDEA 97 provides that

each state that transfers rights

needs to establish procedures

for appointing the parents (or

another appropriate individual,

if the parents are not available)

to represent the student’s

educational interests.

This transfer of rights is

obviously an enormous step

forward toward empowering

students as adults and encour-

aging them to inform them-

selves about and become

deeply involved in their educa-

tion and particularly in plan-

ning for their future. Educators

will need to provide additional

training and opportunities for

students to understand the

impact of this responsibility.

Transition Teams

This section looks at ways

to create effective transition

teams. Collaboration between

team members and participat-

ing agencies is an essential part

of the process [see box below

entitled What is Collaboration?].

Individual Transition Team

Members

Many different individuals

come together to help the

student plan for transition.

Typically, transition planning is

handled by members of the

IEP Team, with other individu-

als becoming involved as

needed. It’s important to

involve a variety of people, for

they will bring their unique

perspectives to the planning

table. The team draws upon

the expertise of the different

What is Collaboration?

There are basically four ways in which people can interact to establish

or improve services and plan for young adults preparing for transition from

school to post-school activities. Let us look at these methods briefly.

Through networking, people gain an awareness of available resources

and discover how to access or refer individuals to those services. An

example of networking might be a transition coordinator talking with local

business owners to identify possible job training sites for students. While

networking is an essential step in collaboration, it will not be enough for

students who have complex transition service needs.

Service coordination assists in the selection and scheduling of

services. In coordinating, people arrange for a student with disabilities to

receive specific services from different agencies (for example, one agency

making a phone call to another agency to determine their respective roles

and to schedule activities).

With cooperation, people look for ways to support and complement one

another’s transition services. For example, an adult services agency may

accept a student’s recent test results from his or her school to determine the

student’s eligibility for services. This would prevent the student from being

tested twice and would save the adult services agency time and expense.

Collaboration begins with networking, coordination, and cooperation

and then requires team members to share decisions, responsibility, and trust.

It requires that team members invest time and energy to come up with

options and design strategies for carrying out these plans. Because collabo-

ration requires lots of time and energy, it is impossible to make all deci-

sions collaboratively. In some instances, the desired result can be achieved

through networking, coordination, or cooperation. Working together, or

collaboratively, invites participation of multiple service providers and the

use of multiple resources. See the Student Stories on pages 8, 10, and 12 for

examples of collaboration in action.

NICHCY: 1.800.695.0285

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Transition Planning: A Team Effort (TS10)

members and pools their

information to make decisions

or recommendations for the

student.

Who are some of the

individuals who may be part of

the transition team? Naturally,

the student and his or her

family are core members of the

team. They keep the whole

team grounded and focused

on the goals and on finding

services and developing a plan

that will benefit the youth with

disabilities. When the purpose

of the IEP meeting is to discuss

transition, the student must be

invited to attend. If there is no

way he or she can come to the

meeting, then the school must

take other steps to make sure

that the student’s preferences

and interests are considered in

the plan that is developed.

Other members of the team

include those normally on the

IEP Team (special education

and general education teachers,

related service providers,

administrators, and others as

appropriate), plus transition

specialists, who may be well

informed about resources and

adult services in the commu-

nity.

In addition, representatives

that have traditionally pro-

vided post-high-school services

should be involved (see box at

right, Common Community

Agencies and the Transition

Services They May Offer). This

may include:

² The Vocational Rehabilita-

tion (VR) Agency: The VR

agency has traditionally

been a primary player in

Agency/Program*

(Purpose & Funding Source)

Vocational Rehabilitation Agency assists persons with cognitive, sensory,

physical, or emotional disabilities to attain employment and increased

independence. Funded by Federal and state money, VR

agencies typically operate regional and local offices. VR services typically

last for a limited period of time and are based on an individual’s

rehabilitation plan. If needed, an individual with disabilities can request

services at a later time, and a new rehabilitation plan will be developed.

Mental Health & Mental Retardation Agencies provide a comprehensive

system of services responsive to the needs of individuals with mental illness

or mental retardation. Federal, state, and local funding are used to operate

regional offices; local funding is often the primary source. Services are

provided on a sliding payment scale.

Independent Living Centers help people with disabilities to achieve and

maintain self-sufficient lives within the community. Operated locally, ILCs

serve a particular region. ILCs may charge for classes, but advocacy services

are typically available at no cost.

Social Security Administration operates the federally funded program that

provides benefits for people of any age who are unable to do

substantial work and have a severe mental or physical disability. Several

programs are offered for people with disabilities, including Social

Security Disability Insurance (SSDI), Supplemental Security Income (SSI),

Plans to Achieve Self-Support (PASS), Medicaid, and Medicare.

* Names of agencies or programs may differ slightly from state to state.

Common Community

(continued on page 6)

Transition Planning: A Team Effort (TS10)

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NICHCY: 1.800.695.0285

Agencies and the Transition Services They May Offer

Examples of Employment

Services

Examples of Adult and

Independent Living

Services

Examples of Postsecondary

Education Services

• vocational guidance and

counseling

• medical, psychological,

vocational, and other types of

assessments to determine

vocational potential

• job development, placement,

and follow-up services

• rehabilitation, technological

services and adaptive devices,

tools, equipment, and

supplies

• supported and sheltered

employment

• competitive employment

support for those who need

minimal assistance

• information and referral

services

• connecting students with

mentors with disabilities

Work incentive programs which

may include:

• cash benefits while working

(e.g., student-earned income)

• Medicare or Medicaid while

working

• help with any extra work

expenses the individual has as a

result of the disability

• assistance to start a new line of

work

• apprenticeship programs, usually

in conjunction with Depart-

ments of Labor

• vocational training

• college training towards a

vocational goal as part of an

eligible student’s financial aid

package

• advocacy training

• connecting students with mentors

with disabilities

• financial incentives for further

education and training

• housing or transportation

supports needed to maintain

employment

• interpreter services

• orientation and mobility

services

• case management services to access

and obtain local services

• therapeutic recreation, including

day activities, clubs, and programs

• respite care

• residential services (group homes

and supervised apartments)

• advocacy training

• auxiliary social services (e.g.,

maintaining a list of personal

care attendants)

• peer counseling services

• housing assistance

• training in skills of independent

living (attendant management,

housing, transportation, career

development)

• information and referral services

• connecting with mentors

• medical benefits

• can use income as basis for

purchase or rental of housing

NICHCY: 1.800.695.0285

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Transition Planning: A Team Effort (TS10)

determining the way transi-

tion services are delivered.

VR has its own eligibility

requirements. Therefore,

not all students receiving

special education services

can receive VR services.

² Service agencies for stu-

dents with mental retarda-

tion or mental health

concerns such as the Men-

tal Health Agency: Depend-

ing on the student’s indi-

vidual needs, it may be

important for the transition

team to include representa-

tives from service agencies

addressing mental retarda-

tion or mental health. The

services provided by these

agencies, however, vary

greatly from community to

community due to differ-

ences in local funding and

priorities.

² Independent living centers

(ILCs): ILCs are non-

residential, community-

based agencies that are run

by people with various

disabilities. ILC services

vary from place to place.

² Social Security Administra-

tion: Social Security Admin-

istration programs provide

financial assistance or work

incentives to eligible people

with disabilities based

upon federal guidelines.

Other individuals or agen-

cies may serve as one-time or

ongoing consultants to the

team, sharing a particular

expertise or insight, while

others may be valuable sources

of specific information that

helps the team plan and make

decisions (see Potential Con-

sultants to the Transition

Team on page 7). Consider the

useful information to be

gained from any of the follow-

ing:

² Postsecondary education

and training providers such

as representatives from

colleges, or trade schools,

who can help the student

explore types of training

available as well as remind

the group that lifelong

learning for all individuals

is important;

² Department of Labor job

services agencies, which

offer transition services and

employment programs,

although not usually with a

disability focus;

² School to Work Opportu-

nities Act (STWOA) pro-

gram representatives, who

can tell the team about job

training available under

STWOA to help students

prepare for their first job or

further education and

training;

² Community leaders such as

religious leaders, directors

of recreation programs, and

county extension agents,

who may help the team

address a particular need

that a student has;

² Community recreation

centers such as Boys Clubs,

YMCA, or 4-H Clubs, which

may provide job counseling

and youth development

activities; and

² Employers, who can pro-

vide training and job

opportunities and who can

explain the expectations

that the business commu-

nity has for future workers.

Team members do not

necessarily have to come from

social service agencies. Students

and their families may also

invite a relative, friend, or

advocate who can provide

emotional support, access to

their personal networks, or

other unique expertise. If

possible, it is also helpful to

have team members from

similar language and cultural

backgrounds as the student.

These members can help the

team understand how cultural

or language issues impact the

transition process. Some

typical transition outcomes,

such as going away to college,

getting a paying job, moving

out of the family home, and

making decisions indepen-

dently of the family are valued

differently by different cul-

tures.

It is very important to

invite service representatives

and other individuals identi-

fied as transition consultants

to IEP meetings that will be

focused on only transition.

They do not need to be at

every IEP meeting of the

student. If they cannot attend

the meetings focusing on

transition, talk to them about

the IEP and bring their ideas or

comments to the meeting.

Transition Planning: A Team Effort (TS10)

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NICHCY: 1.800.695.0285

Potential Consultants to the Transition Team

Potential Consultant

Relationship to Transition Services

Adult Education Representative

provides information about lifelong education options

Advocacy Organization(s) Representative

may offer self-advocacy training or support groups for young adults

Assistive Technology Representative

provides expertise on devices that can open doors to opportunities

At-Risk/Prevention Specialist

offers counseling and support on teen pregnancy, alcohol, and drugs

Business-Education Partnership Rep.

provides links between schools and local businesses and industry

Community Action Agency Representative

may link team to resources for traditionally underrepresented groups

Correctional Education Staff

provides incarcerated youth with continued learning opportunities

Drop-Out Prevention Representative

provides youth with alternatives to dropping out of school

Employer

offers insight into expectations; promotes hiring of people with disabilities

Employment Specialist

provides job development, placement, coaching

Extension Service Agent

offers programs in parenting, homemaking, independent living

Guidance Counselor

provides information on curriculum, assessment, graduation requirements, college

Health Department/School Nurse

provides guidance on community health services and health care advice

Higher Education Representative

provides information on postsecondary services to students with disabilities

Housing Agency Representative

assists in developing housing options

Leisure Program Representative

knows available program options within the community

Literacy Council Representative

coordinates volunteers to teach basic reading and writing skills

Local Government Representative

funds many local services; can provide information on local services

Local Disability Representative (e.g., UCP)

provides information and training (often serves all disabilities, not just one)

Parent Training Information Center Rep.

provides training on transition planning and advocacy services to families

Religious Community Member

can provide social support to young adults and their families

Residential Service Provider

can help access specialized housing

Social Worker

provides guidance and arranges for case management, support, respite care

Special Olympics Representative

provides sports training, competition, and recreational opportunities for youth

Therapists

provide behavioral, physical, occupational, & speech services in the community

Transportation Representative

offers expertise about transportation options and training

United Way Representative

funds many community programs that may offer options for young adults

Very Special Arts Representative

provides information on art programs and opportunities for youth

Vocational Educator

provides job training; teaches work-related skills

YMCA/YWCA

offers recreation and leisure programs

NICHCY: 1.800.695.0285

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Transition Planning: A Team Effort (TS10)

Creating the

Transition Plan

After the IEP Team identi-

fies the student’s preferences

and interests and identifies the

agencies and resources that

may be helpful in planning the

student’s transition, it’s time to

sit down and figure out a way

to make all the pieces fit

together. This takes time,

creativity, and patience, but the

rewards are worth the effort.

Remember that other people

have done this before. Consult

school professionals, disability

groups, parent organizations,

and other families for their

suggestions.

Planning an effective

transition can involve many

different individuals and

agencies. The three Student

Stories on pages 8-13 illustrate

the types of collaboration

involved in creative planning.

They show plans for three

different components that

every transition plan should

include—plans for employ-

ment, plans for education and/

or training after high school,

and plans for living indepen-

dently. Following these Student

Stories are tables (Planning for

Employment, Planning for

Education After High School,

and Planning for Living

Independently), that show the

steps that a transition team

may need to take in order to

meet the student’s goals.

Marcia’s Employment Path

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 Depart-

ment. 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 Depart-

ment of Mental Retardation Services agreed to pick up this cost six

months prior to graduation. The rehabilitation counselor, who special-

izes 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.

Transition Planning: A Team Effort (TS10)

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NICHCY: 1.800.695.0285

What Does This

Student Need?

Actions the High School Transition Team May Recommend

ASSESSMENT that identifies

current strengths, needs,

interests, and preferences for

post-school employment,

independent living, and

postsecondary training and/or

education

ü interview youth regarding vocational interests and preferences (use other

methods to assess interests and preferences of nonverbal students)

ü conduct situational assessment (observation in a work setting) to assess

endurance, strength, aptitude, social skills, interests, interactions

ü conduct formal vocational evaluation by a trained evaluator

ü self-assessment

ü develop student’s awareness of different jobs

ü discuss health care issues that may impact employment

DEVELOPMENT of job and job

placement options and aware-

ness of skills needed

ü analyze local labor market (contact employment services for state and

request information for the region; contact local vocational advisory

council; contact local chamber of commerce; review local want ads;

contact employment agencies) to identify job openings and local labor

needs

ü get a range of work experiences: explorations, job shadowing, mentoring,

and internships

ü identify community programs offering job placement or training

ü build network of employer and community program contacts

ü provide training to employers on issues related to employees with disabili-

ties

MATCHING of student and job

ü analyze the demands and expectations of the job site (e.g., duties, skill

requirements, hours, location, transportation, wages, benefits, social

skills)

ü list the supports the student needs to be successful on the job

ü match the student’s assessment and the list of needed supports to the job

demands, including transportation to the job

ü identify current gaps and needs for success

ü identify needed natural supports, job accommodations, adaptive equip-

ment, and support services

School- and Work-based TRAIN-

ING & PREPARATION

ü provide instruction to youth on job-seeking skills

ü provide community-based work experiences related to career

development

ü identify potential service providers

ü provide natural supports and accommodations

ü provide instruction and training (pre-employment or on-the-job)

PLACEMENT and FOLLOW-

ALONG

ü work with employer to determine employee’s response to the job de-

mands and identify strategies to capitalize on strengths and

minimize limitations

ü provide natural supports and accommodations

ü monitor progress and readiness for job advancement

ü monitor changing need for natural supports

ü make adjustments, as needed

Planning for Employment

NICHCY: 1.800.695.0285

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Transition Planning: A Team Effort (TS10)

Carlos, a 16-year-old junior in high

school with a significant learning disabil-

ity, plans to attend college upon gradua-

tion. Carlos loves working with comput-

ers 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, postsecond-

ary 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 pro-

vided 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 indi-

viduals with learning disabilities. The

special educator reported that the advo-

cacy 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.

Carlos’s Plan for College

Transition Planning: A Team Effort (TS10)

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What Does This

Student Need?

Actions the High School Transition Team May Recommend

ASSESSMENT that identifies

strengths, needs, interests,

preferences for postsecondary

education

ü assess student’s self-advocacy skills, academic preparation, and college

bound test scores

ü assess student’s technical skills, social skills, independent living skills

ü interview youth regarding educational setting interests and

preferences—size, setting, programs (use other methods to assess

interests and preferences if student is nonverbal)

ü identify youth’s long-term career goals

ü develop a list of supports student needs to achieve postsecondary educa-

tion goals

ü discuss health care issues that may impact student in postsecondary

setting

ü identify needed natural supports, academic or physical

accommodations, and support services

DEVELOPMENT of

postsecondary education options

ü visit campuses

ü participate in college night

ü have college students with disabilities talk to youth

ü research colleges and universities that offer special services to students

with disabilities

ü discuss financial issues

ü discuss preferred location of college

MATCHING of student and

postsecondary education setting

ü analyze the demands and expectations of the postsecondary education

setting—accessibility, support services availability, academic rigor, social

culture, independent living setting

ü match the student’s assessment and list of needed supports to the

demands of the postsecondary education setting

PREPARATION for

postsecondary education

ü provide developmental academic support and coursework needed to

prepare for postsecondary education goals

ü assist youth with applications, interviews, and test preparation

ü identify potential service providers

ü develop natural supports

ü provide self-advocacy training

PLACEMENT and FOLLOW-

ALONG

ü monitor progress in the postsecondary setting

ü monitor changing need for natural supports

ü monitor changing need for services

ü advocate for changes and adjustments, as needed

Planning for Education After High School

NICHCY: 1.800.695.0285

12

Transition Planning: A Team Effort (TS10)

Mark, a 20-year-old youth with

mental retardation, will be finishing high

school next year. Mark has long ex-

pressed a strong desire to live indepen-

dently after leaving high school. His

older brother has his own apartment,

and Mark associates living on his own

with being an adult. Living indepen-

dently is part of Mark’s transition plan,

which also includes employment and

attending a community recreation

program for adults with disabili-

ties.

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 im-

proving 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 disabili-

ties. The agency assigned a service coordi-

nator (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 assis-

tance. 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 recre-

ation 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 coordina-

tor agreed to monitor Mark’s integration

into the community over the year follow-

ing graduation.

Mark’s Independence

Transition Planning: A Team Effort (TS10)

13

NICHCY: 1.800.695.0285

What Does This

Student Need?

Actions the High School Transition Team May Recommend

ASSESSMENT that identifies

strengths, needs, interests,

preferences for adult and

independent living, including

recreation and leisure

ü interview youth and family regarding adult and independent living

interests and preferences (use other methods to assess interests and

preferences if student is nonverbal)

ü observe youth in independent living or recreational setting

ü interview youth and family regarding medical needs

ü interview youth and family regarding financial plans

ü identify transportation skills and needs

ü develop a list of supports student needs to be successful

ü identify needed natural supports, accommodations, and support

services

DEVELOPMENT of adult living

placement options, including

recreation and leisure (not

needed immediately, but for

planning purposes)

ü analyze adult living options in the local area (for example, group

homes, supported living homes, roommates)

ü analyze locality for leisure/recreation options in the local area

ü coordinate with other families and youth looking for adult living

options

ü provide training and education for families and youth regarding living

and financial options for transition-aged youth

ü analyze community for transportation options

MATCH youth to adult living

placement options, including

recreation and leisure

ü analyze the demands and expectations of the adult living and commu-

nity participation options

ü match the student’s assessment and list of supports to the demands and

expectations of these options

TRAINING and PREPARATION

for adult living

ü provide instruction to prepare youth to enter identified adult living and

community options

ü identify potential service providers for needed supports and

accommodations

ü develop natural supports

ü provide opportunities to participate in the community in the identified

settings

PLACEMENT and FOLLOW-

ALONG

ü monitor progress

ü monitor changing need for natural supports

ü monitor changing need for services

ü make adjustments, as needed

Planning for Living Independently

NICHCY: 1.800.695.0285

14

Transition Planning: A Team Effort (TS10)

Knowing a wide range of

possible contributors will

be the key to creating a

collaborative transition

plan with supports tailored

to an individual’s needs.

How to Find Resources

in Your Community

Creating a dynamic transi-

tion plan like the three de-

scribed above on pages 8-13 is

not easy. Keep in mind that in

many places needed services

have long waiting lists or are

simply unavailable. Unlike

school services, adult services

are not mandated by federal

law. Transition team

members must keep

digging, networking

broadly, and thinking

creatively in order to help

each young adult live as

productively, indepen-

dently, and happily as

possible. Knowing a wide

range of possible contribu-

tors will be the key to

creating a collaborative

transition plan with

supports tailored to an

individual’s needs.

Your school district should

have much information on

transition services that are

typically used, such as trans-

portation services and housing.

Team members should talk

with special education teachers

and administrators, as well as

parents who have already gone

through the transition process

with their son or daughter.

Team members can then focus

their efforts on personalizing

and supplementing with other

nontraditional services and

resources to meet the student’s

transition goals. It is important

that transition teams look

beyond familiar agencies and

services when exploring sup-

ports for individuals with

disabilities. But the team must

also be selective and choose

supports that reflect the indi-

vidual student’s needs.

Sometimes, finding transi-

tion services or options re-

sembles detective work. Transi-

tion team members, especially

the parents, students, and

special educators, may need to

make phone calls to agencies

and organizations and take

notes. The white, blue, and

yellow pages of the local

phone book are a good tool

for discovering transition

resources. Let Your Fingers Do

the Walking in Transition

Planning on page 15 provides

some helpful hints on how to

find possible service providers

or programs.

Modern technology can

enhance planning. For ex-

ample, local libraries have

information on local govern-

ment, and many now have

computers with Internet access.

Increasingly, agencies and

organizations use Web sites

and e-mail to find and share

information. Some of the

terms listed on page 15 may

also be useful in key word

searches on the World Wide

Web.

Part of transition planning

involves collecting information

from the community to use for

both immediate needs and

anticipated needs. However,

sometimes making a “cold”

phone call to get information

can be intimidating. See the

Transition Services Phone

Interview Guide on page 16

for some ideas on how to

gather information.

Some state disability

rights agencies provide

information and referral

services. National informa-

tion services, such as the

National Information

Center for Children and

Youth with Disabilities

(NICHCY) and the

National Center on Sec-

ondary Education and

Transition (NCSET), offer

Web sites to provide users

with easy access to infor-

mation (see “Organizations,”

page 20). Every state has a

parent training and informa-

tion center, known as the PTI,

where people can call to get

information on agencies and

services within their state. PTIs

also offer training in transition

planning, as do other major

disability groups such as the

Arc, United Cerebral Palsy

(UCP), Centers for Indepen-

dent Living, and others.

Transition Planning: A Team Effort (TS10)

15

NICHCY: 1.800.695.0285

Let Your Fingers Do the Walking in Transition Planning

White Pages

Blue Pages

Yellow Pages

The Table of Contents may

include references such as

“Community Service Numbers”

or “Disabilities, Services for

Individuals with.”

Some of the headings you will

find that might relate to the

varying service needs of youth

with disabilities include:

Adult Protection

Disabilities Services

Education

Employment

Financial Aid

Handicapped/Disabled

Housing

Human Rights

Human Services

Mental Health & Mental

Retardation

Recreational/Social

Development

Rehabilitation

Social Security Administration

Social Services

Transportation

Volunteer Opportunities

Local, state, and federal govern-

ment listings can always be

found in the Blue Pages of the

phone book.

Local Listings might have some of

the following headings:

Employment Opportunities &

Information

Housing

Human Resource Management

Mayor’s Office on Disability

Social Services

State Listings might have some of

the following headings:

Children

Clinics

Education

Health Services

Housing

Labor

Libraries

Museums & Theaters

Social Services

Local, State and Federal Govern-

ment Listings will include numbers

for all state and government

agencies. Examples of these would

be:

Employment Commission

Medicaid

Mental Health

Mental Retardation

Rehabilitation Services

Social Services

Transitional Living Center

Transportation Department

Vocational Evaluation Center

Check out the Index of

commonly used terms.

Using key words, here are a

few examples of what you

might find:

Disability: Access Unlimited;

Adult Care Services; Assisted

Living; Charter’s Mobility

Center; Paradapt Services

Associations: Arc; Boy

Scouts; Families for Chil-

dren with Mental Health

Concerns; Information &

Referral-United Way;

Learning Disabilities

Council; Neighborhood

Housing Services

Mental Health: Alliance for

the Mentally Ill

NICHCY: 1.800.695.0285

16

Transition Planning: A Team Effort (TS10)

Transition Services Phone Interview Guide

When you are starting your cold calling and search for service providers, start with agencies that can refer you to

other organizations, such as Vocational Rehabilitation or an Independent Living Center.

Name of Organization

Name of Person You Spoke with

Position

Address

Phone Number

Fax Number

Date Contacted

Sample phone script:

“Hello, this is _____________________. I am a (teacher, parent, family member, administrator, coordinator) of a

youth (young adult) who is” [OR if you are the student, then “I am”] __________ (exploring career options, exploring

where to live after graduation, interested in a recreational program, or whatever fits your ultimate goals). I am looking

for information to help in planning for my (own, son’s, daughter’s, family member’s, student’s) future. I found your

organization through ______________________________ (another agency, the yellow pages, a publication) and I am

interested in learning more about what services you provide (or what your organization does). Could you tell me

who in your organization I should talk to about this? Thank you.

Please tell me about your agency/organization. Who do you serve? What services do you offer?

How does one get involved with your agency/organization? Are there special eligibility or admission requirements?

How does one apply?

Are there costs involved in participating in your agency’s or organization’s programs? If so, how much are they? Do

you offer special rates?

Do you have any ideas about how your agency or organization might help meet a need such as: [Describe a “specific

problem or need” that you might have, for example: youth has a visual disability and needs assistance changing buses;

youth has physical disability and is interested in playing a sport; teen parent with a learning disability needs child care so

that she can go to work after school; and so forth.]

Could you refer me to some other people, agencies, or organizations that might offer some services to meet this

need?

Do you have any written materials describing your agency (or organization)? If so, could you please send them to me

_______________________ [your name] at ______________________________ [your address]. Thank you for

speaking with me today. This information is very helpful in planning my (own, student’s, son’s, daughter’s) future as

a member of our community. Best wishes for fulfilling your agency’s (or organization’s)mission.

Transition Planning: A Team Effort (TS10)

17

NICHCY: 1.800.695.0285

Community Level

Transition Teams

While many people are

involved in helping improve

transition services for students

at an individual level, there is a

movement to improve the

transition system at the com-

munity level. Many states have

created community groups that

help with planning at the local

level. They may be called by

different names, such as “com-

munity transition team,”

“interagency community

council,” or “local transition

advisory group.” No matter

what they’re called, these teams

usually include representatives

from disability-related agencies

and the community who come

together with the mission of

improving the transition of

young adults with disabilities

from school to adult life. The

idea behind developing these

community transition teams

has been that they are operated

locally and therefore are able

to:

² share resources and fund-

ing,

² hold information fairs,

² try out new ways of serving

youths and young adults,

and

² help change or influence

policies and procedures.

Transition teams can be a

strong force within the com-

munity. Their primary purpose

is to assess how a community’s

transition services system

works and to develop policies

and procedures to make this

system work better. They can

identify the best ways to meet

the needs of youth with dis-

abilities leaving the local

schools within their commu-

nity. They can promote actions

through school boards and

other governmental entities in

areas such as policy and fund-

ing.

To find out if

your community has a

transition team and

how you can get

involved, contact

your:

² Local school or

school district’s

department of

special education:

Ask to talk to the

person in charge

of the transition of

students with disabilities in

the district.

² Parent Training and Infor-

mation Center (PTI): If you

don’t know how to get in

touch with your state’s PTI,

call NICHCY for the num-

ber.

² State Transition Systems-

Change Project: Call the

National Center on Sec-

ondary Education and

Transition (see “Organiza-

tions,” page 20).

If a community-level

transition team does not

already exist in your area, you

can take steps to create one.

When participating agencies

and the community at large

support community transition

teams, they have the potential

to create a well-connected,

culturally diverse, and very

responsive transition services

system. Here are some steps

you can take to get a commu-

nity transition team started:

² Find out what your com-

munity is already doing.

Assess the range of transi-

tion services going on in

your school and commu-

nity by talking with school

professionals, parents, and

community and parent

groups.

² Identify areas that need

improvement. Decide what

transition services are

lacking and which of the

these service gaps you want

to address.

² Make a plan. Talk with

school professionals,

parents, community and

parent groups, and others

about ways to address

these service gaps (e.g.,

starting a career develop-

ment center at school,

holding information

meetings, doing research

on other communities’

transition systems).

² Measure your success. Agree

on what you will use to

determine if your efforts

Community transition

teams can identify the best

ways to meet the needs of

youth with disabilities

leaving the local schools

within their community.

NICHCY: 1.800.695.0285

18

Transition Planning: A Team Effort (TS10)

are successful (e.g., every

student will be involved in

at least three job shadow-

ing experiences, the school

district will hold two

transition information fairs

each year).

Conclusion: Taking the

First Steps

To improve transition

results for young people with

disabilities, individual transi-

tion team members and com-

munity transition team mem-

bers must work creatively.

Many services exist in every

community. If transition team

members cultivate relation-

ships with these resources and

combine successful teamwork

methods with the services

available in their community,

they will be able to create

dynamic individual plans.

Here are some starting steps.

Students:

² Write down your long-term

goals and what you think

you need to do to reach

these.

² Read your IEP and transi-

tion plan and decide if the

plan is being implemented.

² Tell your teachers you want

to lead your own IEP

meeting and ask them to

help you learn what to do.

² Learn about your civil

rights under the law, such

as the Americans with

Disabilities Act.

² Learn about your disability,

how to explain to people

your strengths, and how to

ask for reasonable accom-

modations.

² Practice job interviews and/

or asking for accommoda-

tions.

² Talk with your doctor and

parents about your health

care needs so you will be

ready to take responsibility

for them.

² Ask your teacher how to get

involved with your

community’s transition

team.

Family Members:

² Observe your son or

daughter’s independent

living skills, work behav-

iors, social involvement,

dreams, and hopes.

² Call your child’s teachers

and ask that transition

services, including financial

planning, be addressed at

your next meeting.

² Help your child learn about

his or her disability and

how to ask for the sup-

ports he or she needs.

² Give your child responsibil-

ity for chores at home.

² Role play different situa-

tions with your child (e.g.,

interviews).

² Discuss your child’s medi-

cal needs with him or her

and facilitate discussions

with your doctor.

² Introduce your child to

adult role models with

disabilities.

² Look in your phone book

and Yellow Pages and

identify three new possible

resources to help your son

or daughter’s transition to

adult activities.

School or Agency

Administrators:

² Evaluate transition services

in your system.

² Look into establishing or

strengthening your com-

munity transition team.

² Make a phone call to

develop a new community

agency contact.

² Find some funding to share

across agencies or for

service development.

² Set up a meeting with staff

members to learn each

person’s expertise in transi-

tion.

² Develop a cooperative

agreement with another

agency specifying how to

coordinate transition.

² Encourage your staff to be

creative in problem solving.

Special Educators:

² Talk to students and fami-

lies about transition ser-

vices.

² Ask to attend a conference,

workshop, or other learn-

ing opportunity related to

transition.

Transition Planning: A Team Effort (TS10)

19

NICHCY: 1.800.695.0285

² Teach students about their

civil rights under the law,

such as the Americans with

Disabilities Act.

² Pledge to conduct collabo-

rative, needs-based IEP

meetings that empower

youth and families.

² Provide youth with step-

by-step activities that

familiarize them with the

IEP process and prepare

them to take active roles.

² Call the local rehabilitation

counselor or mental retar-

dation case manager and

coordinate a meeting.

² Use the Transition Services

Phone Interview Guide in

this publication (page 16)

and call one community

agency or resource.

Vocational Educators/

Educators:

² Contact a special educator

and find out when IEPs are

scheduled for your current

or future students.

² Offer to provide a tour of

your program and share

your knowledge and

expertise in job competen-

cies, job development, and

job placement.

² Identify one student

receiving special education

services and work with him

or her to provide voca-

tional counseling to help

define realistic career goals.

² Develop a plan to coordi-

nate your work-study

program with all the special

education community-

based work programs.

Guidance Counselors:

² Create a workshop for

students on self-advocacy

skills that would promote

success in postsecondary

education or employment

settings.

² Ask to attend a workshop,

inservice, or other training

to learn about community

agencies and resources.

² Ask a college representative

about services for students

with disabilities.

Community Agency Service

Providers:

² Attend a workshop,

inservice, or other training

to learn about community

agencies and resources.

² Develop a folder that

contains some of the

wealth of information you

have about community

resources and how to

access them, and share with

IEP Team members, transi-

tion councils, families,

students, and administra-

tors.

² Identify three things that

could help you actively

participate in the IEP

process when appropriate,

and share these with the

high school administrator

or special educator/transi-

tion specialist.

Vocational Rehabilitation

Counselors:

² Schedule regular office

hours at schools that you

work with.

² Support activities and use

of assistive technology for

students in high school

that result in employment.

² Serve on a local transition

committee.

² Share your knowledge of

the job market and job

assessments.

Any of the Above:

² Identify two ways you can

add to the collaborative

transition planning process;

share this with administra-

tors, special educators/

transition specialists, or

other service providers.

² Offer to take the lead to

develop a community

transition resource direc-

tory for your community.

² Most of all, take any one

proactive step in your

community towards col-

laborative transition plan-

ning and observe the

results.

You can work to improve

the system of transition ser-

vices both at the individual

level and in your community.

It’s worth it!

NICHCY: 1.800.695.0285

20

Transition Planning: A Team Effort (TS10)

Organizations

Alliance for Technology Access (ATA), 2175

East Francisco Boulevard, Suite L, San Rafael, CA

94901. Telephone: (800) 455-7970; (415) 455-

4575; (415) 455-0491 (TTY).

E-mail: atainfo@ataccess.org.

Web: www.ataccess.org.

Americans with Disabilities Act Disability and

Business Technical Assistance Centers (DBTACs).

(The DBTACs provide information, referral, TA, and

training on the ADA.) Telephone: 1-800-949-4232.

Web: www.adata.org.

Association on Higher Education and Disabil-

ity (AHEAD), University of Massachusetts Boston,

100 Morrissey Boulevard, Boston, MA 02125-3393.

Telephone: (617) 287-3880; (617) 287-3882

(TTY). E-mail: AHEAD@umb.edu. Web:

www.ahead.org.

Beach Center on Families and Disability,

University of Kansas, 3111 Haworth Hall, Lawrence,

KS 66045. Telephone: (785) 864-7600.

E-mail: beach@dole.lsi.ukans.edu.

Web: www.beachcenter.org.

Easter Seals—National Office, 230 W. Monroe,

Suite 1800, Chicago, IL 60606. Telephone: (800)

221-6827; (312) 726-6200; (312) 726-4258 (TTY).

E-mail: info@easter-seals.org. Web: www.easter-

seals.org.

Easter Seals Project ACTION, 700 13th Street

NW, Suite 200, Washington, DC 20005.

Telephone: (202) 347-3066; (202) 347-7385

(TTY). E-mail: project_action@opa.easter-seals.org.

Web: www.projectaction.org.

Employer Assistance Referral Network

(EARN). Telephone: 1-866-327-6669.

E-mail: earn@earnworks.com.

Web: www.earnworks.com.

HEATH Resource Center (National Clearing-

house on Postsecondary Education for Individuals

with Disabilities), George Washington University

Graduate School of Education and Human Develop-

ment, 2121 K Street NW, Suite 220, Washington, DC

20037. Telephone: (800) 544-3284; (202) 973-

0904. E-mail: help@heath.gwu.edu.

Web: www.heath.gwu.edu.

Job Accommodation Network (JAN), West

Virginia University, 918 Chestnut Ridge Road, Suite

1, P.O. Box 6080, Morgantown, WV 26506-6080.

Telephone: (800) 526-7234 (Voice/TTY); (800)

232-9675 (Voice/TTY, information on the ADA).

E-mail: jan@icdi.wvu.edu. Web: www.jan.wvu.edu.

Mobility International USA (MIUSA), P.O. Box

10767, Eugene, OR 97440. Telephone: (541) 343-

1284 (V/TTY). E-mail: info@miusa.org.

Web: www.miusa.org.

National Center on Secondary Education

and Transition (NCSET), 6 Pattee Hall, 150

Pillsbury Drive S.E., Minneapolis, MN 55455.

Telephone: (612) 624-2097.

E-mail: ncset@icimail.coled.umn.edu.

Web: www.ncset.org.

National Center on Workforce and Disability/

Adult, Institute for Community Inclusion, University

of Massachusetts Boston, 100 Morrissey Blvd.,

Boston, MA 02125. Telephone: 1-888-886-9898 (V/

TTY). E-mail: contact@onestops.info.

Web: www.onestops.info.

National Collaborative on Workforce and

Disability/Youth, Institute for Educational Leader-

ship, 1001 Connecticut Avenue NW, Suite 310,

Washington, DC 20036. Telephone: 1-877-871-

0744. E-mail: Collaborative@iel.org.

Web: www.ncwd-youth.info.

National Council on Independent Living

(NCIL), 1916 Wilson Boulevard, Suite 209, Arling-

ton, VA 22201. Telephone: (703) 525-3406; (703)

525-4153 (TTY). E-mail: ncil@ncil.org.

Web: www.ncil.org.

National Information Center for Children

and Youth with Disabilities (NICHCY), P.O. Box

1492, Washington, DC 20013. Telephone: 1-800-

695-0285 (Voice/TTY). E-mail: nichcy@aed.org.

Web: www.nichcy.org.

National Rehabilitation Information Center

(NARIC), 4200 Forbes Boulevard, Suite 202,

Lanham, MD 20706. Telephone: (800) 346-2742.

E-mail: naricinfo@heitechservices.com.

Web: www.naric.com.

Transition Planning: A Team Effort (TS10)

21

NICHCY: 1.800.695.0285

Office of Disability Employment Policy

(formerly the President’s Committee on Employment

of People with Disabilities, U.S. Department of

Labor, 200 Constitution Avenue NW, Washington,

DC 20210. Telephone: (202) 376-6200.

E-mail: infoodep@dol.gov. Web: www.dol.gov/

odep.

Research and Training Center on Indepen-

dent Living, University of Kansas, 4089 Dole

Building, Lawrence, KS 66045-2930. Telephone:

(785) 864-4095 (V/TTY). E-mail: rtcil@ukans.edu.

Web: www.lsi.ukans.edu/rtcil/rtcil.htm.

Technical Assistance Alliance for Parent

Centers (the Alliance), PACER Center, 8161

Normandale Blvd., Minneapolis, MN 55437-1044.

Telephone: (888) 248-0822; (952) 838-9000;

(952) 838-0190 (TTY).

E-mail: alliance@taalliance.org

Web: www.taalliance.org.

Alliance for Technology Access. (2000).

Computer and web resources for people with disabilities:

A guide to exploring today’s assistive technology (3rd

ed.). Alameda, CA: Hunter House. [Available from

Alliance for Technology Access. See “Organizations,”

above.]

Barclay, J., & Cobb, J. (Eds.). (2001). Full life

ahead: A workbook and guide to adult life for students

and families of students with disabilities (Rev. ed.).

Montgomery, AL: Southeast Regional Resource

Center. (Available on-line at: http://edla.aum.edu/

serrc/resources.html)

Bolles, R.N. (in press). What color is your

parachute?: A practical manual for job-hunters and

career-changers (2003 ed.). Berkeley, CA: Ten Speed

Press. (Available from: Ten Speed Press, P.O. Box

7123, Berkeley, CA 94707. Telephone: 1-800-841-

2665. Web: www.tenspeed.com)

DeBoer, A. (1995). Working together: The art of

consulting and communicating. Longmont, CO:

Sopris West. (Available from: Sopris West, 4093

Specialty Place, Longmont, CO 80504.

Telephone: (303) 651-2829.

E-mail: customerservice@sopriswest.com

Web: www.sopriswest.com)

DeFur, S. (2000). Designing individualized

education program (IEP) transition plans (ERIC

Digest E598). Arlington, VA: ERIC Clearinghouse

on Disabilities and Gifted Education. (Available on-

line at: http://ericec.org)

HEATH Resource Center. (2002). Creating

options: A resource on financial aid for students with

disabilities (2002 ed.). Washington, DC: Author.

(Available on-line at: www.heath.gwu.edu/

Publicationspage.htm)

MacKenzie, L. (Ed.). (2002). The complete

directory for people with disabilities: 2003 edition

(11th ed.). Lakeville, CT: Grey House. (Available

from Grey House Publishing, 185 Millerton Road,

P.O. Box 860, Millerton, NY 12546.

Telephone: 1-800-562-2139; (518) 789-8700.

Web: www.greyhouse.com)

Morales, T., Holland, R., & Brown, S. (n.d.).

Access transition. San Rafael, CA: Alliance for

Technology Access. (Available on-line at:

www.ataccess.org/resources/fpic/transition.html)

National Center on Secondary Education and

Transition (NCSET). (2002). IDEA 1997:

Implications for secondary education and transition

services. Policy Update, 1(1), 1-8. (Available on-line

at: www.ncset.org/publications/policy/2002_06.asp)

Publications

Transition Research Institute at Illinois (TRI),

College of Education, University of Illinois at

Urbana-Champaign, 113 Children’s Research

Center, 51 Gerty Drive, Champaign, IL 61820.

Telephone: (217) 333-2325.

Web: www.ed.uiuc.edu/SPED/tri/institute.html.

U.S. Equal Employment Opportunity Commis-

sion, 1801 L Street NW, Washington, DC 20507.

Telephone: 1-800-669-4000; 1-800-669-6820

(TTY). Web: www.eeoc.gov.

If you want more information about national

and/or disability-specific organizations, call

NICHCY at 1.800.695.0285. You can also

visit our Web site (www.nichcy.org) and search

on-line for organizations using our “Search for

Information” feature.

More Organizations

NICHCY: 1.800.695.0285

22

Transition Planning: A Team Effort (TS10)

National Center on Secondary Education and

Transition (NCSET). (2002, June). Parenting post-

secondary students with disabilities: Becoming the

mentor, Advocate, and guide your young adult

needs. Parent Brief, 1, 1-4. (Available on-line at:

www.ncset.org/publications/default.asp)

National Center on Secondary Education and

Transition (NCSET), & PACER Center. (2002, July).

IDEA 1997 transition issues. Parent Brief, 2, 1-6.

(Available on-line at: www.ncset.org/publications/

default.asp)

National Center on Secondary Education and

Transition (NCSET), & PACER Center. (2002,

May). Age of majority: Preparing your child for

making good choices. Parent Brief, 3, 1-6.

(Available on-line at: www.ncset.org/publications/

default.asp)

National Center on Workforce and Disability.

(2002, June). One-stop career centers: Serving

people with disabilities. OneStops.info Brief, 1, 1-8.

(Available on-line at: www.onestops.info)

National Center on Workforce and Disability.

(2002, August). One-stop career centers and the new

ticket to work and self-sufficiency program.

OneStops.info Brief, 2, 1-12. (Available on-line at:

www.onestops.info)

PACER Center. (1996). Transition trek game.

Minneapolis, MN: Author. (Available from: PACER

Center, 8161 Normandale Blvd., Minneapolis, MN

55437-1044. Telephone: (952) 838-9000; (952)

838-0190 (TTY). Web: www.pacer.org)

PACER Center. (2001). Transition and

beyond...now what? Minneapolis, MN: Author. (See

contact information above.)

PACER Center. (2002). Transition tips and tools.

Minneapolis, MN: Author. (See contact information

above.)

Rehabilitation Research and Training Center on

Workplace Supports, Virginia Commonwealth

University. (2000). Whose life is it anyway? A look at

person-centered planning and transition. Richmond,

VA: Author. (A self-paced instructional program on

CD. Order on-line at: www.worksupport.com)

Rusch, F., & Chadsey, J. (1998.) Beyond high

school: Transition from school to work. Belmont, CA:

Wadsworth. (Telephone: 1-800-354-9706. Order on-

line at: www.wadsworth.com)

Transition Resources from Pro-Ed

Pro-Ed offers the Pro-Ed Series on Transition

and many other transition products. Some

of the titles include:

Adult agencies: Linkages for adolescents in

transition

Assessment for transitions planning: A guide for

special eduaction teachers and related service

personnel

Career counseling for people with disabilities: A

practice guide to finding employment

Developing transition plans

Family involvement in transition planning and

implementation

Focus on transition: A workbook for independent

living skills

Guide to vocational assessment

Individual transition plans

Informal assessments for transition planning

Next S.T.E.P.: Student transition and educational

planning

Self-determination strategies for adolescents in

transition

Steps to self-determination: A curriculum to help

adolescents learn to achieve their goals

Teaching occupational social skills

Transition from school to young adulthoodBasic

concepts and recommended practices

Transition planning inventory: Assessing

transition needs

Using community transition teams to improve

transition services

Working with students with disabilities in

vocational/technical settings

For more information about these products,

contact: Pro-Ed, 8700 Shoal Creek Boulevard,

Austin, TX 78757. Telephone: 1.800.897.3202.

Web: www.proedinc.com.

Transition Planning: A Team Effort (TS10)

23

NICHCY: 1.800.695.0285

Savukinas, R. (2001). Community colleges and

students with disabilities. Washington, DC: HEATH

Resource Center. (Available on-line at:

www.heath.gwu.edu/FactSheets.htm)

Sitlington, P.L., Clark, G.M., & Kolstoe, O.P.

(2000). Transition education and services for

adolescents with disabilities (3rd ed.). Needham

Heights, MA: Allyn & Bacon. (Telephone: 1-800-

666-9433. Order on-line at: www.ablongman.com)

Storms, J., O’Leary, E., & Williams, J. (2000).

Transition requirements: A guide for states, districts,

schools, universities, and families. Minneapolis, MN:

Institute on Community Integration, University of

Minnesota. (Available on-line at: http://

interact.uoregon.edu/wrrc/trnfiles/trncontents.htm)

Transition Coalition. (n.d.). Answers to

commonly asked questions about transition services and

the individualized education program (IEP). (Available

on-line at: www.transitioncoalition.org/

freepub.php3.)

Transition Coalition. (n.d.). Planning for the

future. (Available on-line at:

www.transitioncoalition.org/freepub.php3.)

Twenty-Sixth Institute on Rehabilitation Issues.

(2000). The family as a critical partner in the

achievement of a successful employment outcome. Hot

Springs, AK: Region 6 Rehabilitation Continuing

Education Center. (Available in print from: Region 6

Rehabilitation Continuing Education Center,

University of Arkansas, P.O. Box 1358, Bldg. #35,

Hot Springs, Arkansas 71902. Telephone: (501)

623-7700. Web: www.rcep6.org. Also available on-

line at: www.pacer.org/tatra/critpart.htm.)

Warger, C., & Burnette, J. (Eds.). (2000).

Planning student-directed transitions to adult life.

Arlington, VA: ERIC Clearinghouse on Disabilities

and Gifted Education. (Available on-line at: http://

ericec.org)

West, L.L., Corbey, S., Boyer-Stephens, A., Jones,

B., Miller, R.J., & Sarkees-Wircenski, M. (1999).

Integrating transition planning into the IEP process

(2nd ed.). Arlington, VA: Council for Exceptional

Children. (Available from 1110 N. Glebe Road,

Suite 300, Arlington, VA 22201-5704.

Telephone: 1-888-232-7733.

E-mail: service@cec.sped.org

Web: www.cec.sped.org)

And here are...

selected transition resources from

Paul H. Brookes Publishers

Life beyond the classroom: Transition strategies

for young people with disabilities

More than a job: Securing satisfying careers for

people with disabilities

Person-centered planning: Research, practice,

and future directions

Self-directed employment: A handbook for

transition teachers and employment specialistists

The transition handbook: Strategies high school

teachers use that work!

Transition assessment: Wise practices for quality

lives

Transition to adulthood: A resource for assisting

young people with emotional or behavioral

difficulties

For more information about these products,

contact: Paul H. Brookes Publishers,

P.O. Box 10624, Baltimore, MD 21285-0624.

Telephone: 1.800.638.3775.

Web: www.brookespublishing.com.

And from...NICHCY

A Student’s Guide to the IEP

Technical Assistance Guide: Helping Students

Develop Their IEPs

A Student’s Guide to Jobs

Technical Assistance Guide: Helping Students

with Cognitive Disabilities Find and Keep a Job

These publications are available on our Web site

or by contacting us at:

NICHCY

P.O. Box 1492

Washington, DC 20013

1.800.695.0285 (V/TTY)

nichcy@aed.org E-mail

www.nichcy.org Web

NICHCY Transition Summaries are published to highlight issues of importance to the transition

needs of young people with disabilities. NICHCY also disseminates other materials and can re-

spond to individual requests for information. For further information or assistance, or to receive a

NICHCY Publications Catalog, contact NICHCY, P.O. Box 1492, Washington, DC 20013. Telephone:

1-800-695-0285 (Voice/TTY) and (202) 884-8200 (Voice/TTY). You can e-mail us (nichcy@aed.org)

or visit our Web site (www.nichcy.org), where you will find all of our publications.

NICHCY thanks our Project Officer, Dr. Peggy Cvach, at the Office of Special Education Programs

(OSEP), U.S. Department of Education. We would also like to thank the other individuals who

reviewed this document: Marlene Simon, Ph.D., Associate Division Director, Secondary Transition/

Postsecondary Team, Office of Special Education Programs, U.S. Department of Education;

Suzanne Butcher, parent; Jane Everson, Ph.D., Human Development Center; Barbara Guy, Ph.D.,

National Transition Network; Richard Horne, Ed.D., National Transition Alliance; Julie Kistler,

special educator; Jane Johnson, PACER Center; and, Deborah Leuchovius, PACER Center. We would

also like to express our great appreciation to the author, Sharon deFur, for sharing her expertise

which made this publication possible.

Project Director

Suzanne Ripley

Director of Information Services

Donna Waghorn

Publications Director

Lisa Küpper

Editor

Mary Kate Gutiérrez

Author

Sharon deFur, Ed.D.

Assistant Professor, School of Education

College of William and Mary

This information is copyright free. Readers are encouraged to copy and share it, but please credit the

National Information Center for Children and Youth with Disabilities (NICHCY). Please share

your ideas and feedback with our staff by writing to the Editor.

A Special Thank You...

This publication would not be

complete without a special thank you to

David Houchins, for the valuable research

he contributed to this

publication.

National Information Center

for Children and Youth with Disabilities

P.O. Box 1492

Washington, DC 20013

(800) 695-0285 (V/TTY)

(202) 884-8200 (V/TTY)

E-mail: nichcy@aed.org Web: www.nichcy.org

Publication of this document is made possible through Cooperative Agree-

ment #H326N980002 between the Academy for Educational Development

and the Office of Special Education Programs, U.S. Department of Education.

The contents of this document do not necessarily reflect the views or policies of the Department of Education,

nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S.

Government.

This publication is copyright free. Readers are encouraged to copy and share it, but please credit the National

Information Center for Children and Youth with Disabilities (NICHCY).

NICHCY