| Do you have a child with autism that is 16 years of | | | | of employment so to help a child reach their full |
| age or above, receiving special education services? | | | | potential. |
| Do you worry about what will happen to your child, | | | | 2. Post Secondary Education is defined as college 2 yr. |
| after they are no long eligible, for special education | | | | 4 yr, trade school, vocational school based on student |
| services at the age of 22? Would you like to learn | | | | preference. The transition goals should help bring the |
| what 4 areas need to be considered when you are | | | | student to the place they need to be in order to go to |
| writing a transition plan for your child? This article will | | | | post secondary education. |
| discuss four important areas of transition, that must be | | | | 3. Post Secondary Training is defined as vocational |
| included ,when special education personnel write a | | | | training, independent living skills training. This is different |
| transition plan for your child. | | | | from #2 because this training is usually given by an |
| The Individual with Disabilities Education Act require a | | | | agency that works with adults with disabilities. This |
| transition plan and needed transition services on the | | | | would be appropriate for students with moderate to |
| plan, for all children with disabilities who are 16 years of | | | | severe disabilities, though high expectations should still |
| age. Some states require that the plan be developed | | | | be expected. Hopefully this training can be given in the |
| when the child is 14 and ½, so check with your | | | | community and not at the agencies building (most |
| state board of education and see what the age | | | | people refer to such as sheltered workshops). |
| requirements are in your state. | | | | Community is always better! |
| Transition Services means a coordinated set of | | | | 4. Independent Living Skills training if needed, and is |
| activities, designed in a result oriented process, that is | | | | defined as, activities of daily living, functional home skills, |
| focused on improving the academic and functional | | | | cooking, shopping, housework, money skills, budgets, |
| achievement, of the child with a disability to facilitate | | | | transportation, recreation/leisure, and future planning. |
| movement from school to post school activities. | | | | I believe that all students regardless of the level of their |
| There are 4 areas that must be addressed in the | | | | disability must be given functional skills training and |
| transition plan, these are: | | | | independent living skills training. It will help the adult |
| 1. Employment is defined as competitive, supported etc. | | | | become as independent as they can be, and will |
| Transition assessments may be done in the area of | | | | ensure that they reach their full potential. |
| employment to determine Strengths, weaknesses, | | | | If you make sure that your child's transition plan |
| preferences and interest of the student in developing | | | | includes these 4 areas: Employment, Post secondary |
| post school outcomes. You may request a functional | | | | education, Post secondary training, and Independent |
| vocational evaluation, if you think that your child needs | | | | Living Skills training, your child will be on their way to |
| it. It is important to have high expectations in the area | | | | reaching their full potential as an adult. |