WHAT IS THE FAMILY’S ROLE IN TRANSITION PLANNING?

  • The IEP team, including the

student and the parent/guardian,

need to become partners in

planning the student’s transition

to adulthood.

  • Input from the family is

essential for the develop-

ment of a thorough Transition

Plan. You know your child

better than anyone!

  • The family’s knowledge of

the student’s abilities,

interests, and future goals

are shared with the team.

You should have been

asked to complete a Parent Assessment Form.

  • Independent Living skills can

be taught and practiced at

home by family members

in ways that they cannot

be taught at school.

WHAT ACTIVITIES CAN FAMILY MEMBERS PROVIDE AT HOME?

Self-Advocacy Skills:

  • Help develop skills in self-management
  • Encourage responsible decision making
  • Help develop effective communication skills

Daily Living Skills:

  • Encourage independence and self-sufficiency at home
  • Teach daily living skills (e.g. clothing care, basic home maintenance, etc.)
  • Encourage participation in recreational activities

Work-related Skills:

  • Support work-related behaviors at home (e.g. grooming, respecting authority, etc.)
  • Provide opportunities to increase career awareness (e.g. job shadowing, volunteer work)

WHERE CAN I GET MORE INFORMATION ABOUT TRANSITION PLANNING?

  • Your child’s EC Teacher
  • Currituck County School’s Transition Coordinator

252-232-3107 ext. 280

  • Currituck County School’s EC Director

252-232-2223 ext. 297

Currituck County School’s

Exceptional Children’s

Department

What are Transition Services?

Transition services are defined in the Individuals with Disabilities Education Act (IDEA 2004) as:

“__a coordinated set of activities for a student with a disability that is designed to be within a results oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities including:

  • Post-secondary education
  • Vocational Education
  • Integrated employment
  • Continuing and adult education
  • Adult services
  • Independent Living or
  • Community Participation

….is based upon the individual student’s needs, taking into account student’s strength’s, preferences and interests, and includes:

  • Instruction
  • Related Services
  • Community Experiences
  • Development of employment and other post-school adult living objectives, and if appropriate,
  • Acquisition of daily living skills and
  • Provision Functional vocational evaluation

Who May Need Transition Services?

Students with disabilities may require additional services and supports in their transition to adulthood. This requires early planning to assure a smooth connection to adult services and the community.

Who Should Be Involved in the Transition Process?

  • Student
  • Parent and family members
  • Regular education teachers, including Career/Technical teachers as appropriate
  • LEA Representative of the school

Additional members may include:

  • School support staff (i.e., guidance counselor, physical therapist, occupational therapist, psychologist, etc.)
  • Representatives from adult service agencies

What is Included in the Transition Plan?

  • Post-school outcome goals that address Education/Training and Employment and if appropriate independent Living
  • The course of study that the student is following
  • Transition activities and who is responsible for completing the activities and an anticipated completion date for the stated activities

When Does Transition Planning Take Place in Currituck County Schools?

  • Beginning at age 14 (or younger when appropriate) and reviewed annually, a statement of the transition service needs must be made that focuses on the student’s course of study and addresses desired post-school out-comes.
  • Beginning at age 16 or younger, if determined appropriate by the IEP team and updated annually, indicate the students post-secondary goals and a statement of needed transition services/activities must be developed based on student needs, preferences and interest. The services should promote transition from high school and build linkages to the community.
  • Beginning at least one year before the child reaches the age of majority under state law (18 in North Carolina), a statement that the child has been informed of his or her rights under the title, if any, that will transfer to the child on reaching the age of majority unless the child has been determined to be incompetent under the state law.
  • Review and plan in coordination with the IEP. The transition component is the part that drives the Individualized Education Program (IEP)