Transition Practices in Kentucky.txt

File contents

 

 

Transition Practices in Kentucky 

Macintosh HD:Users:mechan01:Desktop:KATC Logo.jpg 


�The purposes of this title are to ensure that all children with disabilities have available to them a free 
appropriate public education that emphasizes special education and related services designed to meet 
their unique needs and prepare them for further education, employment, and independent living�. 

--IDEA, 2004 

 

The purpose of education is to prepare the individual for future opportunities in education, employment, 
and independent living. When an individual turns 22, the state is no longer required to provide services. 
Thus, the transition years are critical for skill development, and for getting the family ready for the 
upcoming transition. 

 

According to state law, transition preparation begins when the student is 14 years old and is a �results 
oriented process�, �based on the individual child�s needs�strengths, preferences, and interests.� School 
systems have the responsibility to their students to build the skills necessary for life after the school 
system. 

 

Adults with ASD can work and achieve a quality, personally satisfying lives. To do so, appropriate 
transition planning is necessary to ensure that students have the necessary life skills to live in the 
community. Wehman, Datlow Smith, and Schall (2009) recommend several characteristics that should be 
a part of transition practices and plan: 

 

Recommended Characteristics of Transition Practices 

1. Implement positive behavior supports to address behavior challenges 
2. Match IEP goals to the student and family�s vision for the future 
3. Take advantage of inclusive experiences 
4. Provide a variety of community based experiences 
5. Assist in the coordination of �seamless� transition to new resources and service providers in the 
community 


 

When thinking about the future, we must remember that the community does not offer the same 
protection as a school. While a teacher may be able to understand a student�s unconventional 
communication technique, a community member may not have the depth of experience to reciprocate 
such an understanding. It is essential that the community be informed and educated about people with 
disabilities, but schools must give students the tools they need to function as well. 

 

The student, family, and IEP team must build an effective and individualized transition plan that looks 
like a blue print for the student�s future. Together, the team must plan for skills needed in the student� 
immediate future, as well as down the road. Additionally, it�s not enough to plan just for employment or a 
potential living situation, but for a well-rounded �whole life�. 

 

Additional Resources 

Higher Education and Disability: Education Needs a Coordinated Approach to Improve Its Assistance to 
Schools in Supporting Students http://www.gao.gov/new.items/d1033.pdf 

National Secondary Transition Technical Assistance Center www.nsttac.org 

Kentucky�s Transition One Stop www.transitiononestop.org 

Kentucky Transition Signal www.hdi.uky.edu/ktcp