Transition Connections

The purpose of Transition Connections is to assist Liberty County students with disabilities, and their parents with the difficult task of preparing for, and understanding the transition from school to adult life.

So, what is transition planning for students with disabilities? Well, the Federal definition states:
Transition Services are defined as:

1. Transition Services means a coordinated set of activities for a child with a disability that is:
1. 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 (including supported employment), continuing and adult education, adult services, independent living, or community participation;
2. is based on the individual child’s strengths, preferences and interests, and includes—
1. training and education
2. related services
3. community experiences
4. the development of employment and other post-school adult living objectives; and
5. if appropriate, the acquisition of daily living skills and functional vocational evaluation
2. Transition Services for children may be special education, if provided as specially designed instruction or a related service, if required to assist a child with a disability to benefit from special education.
   
   Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP team and updated annually thereafter, the IEP must include:
1. appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills, and
2. Transition Services means a coordinated set of activities for a child with a disability that is:

That means every student who is age 16 or older (who has a disability and is served by and Individual Education Plan) will have an appropriate Transition Plan that takes into consideration their strengths, needs, preferences, and desires for the future, and an appropriate educational program will be designed for them via their IEP.

What areas do we need to consider when talking with young people about their plans after high school?

1. TRAINING - What type of training will the student require in order to reach his/her post-secondary goals? What types of class work is required if that student wants to go to college, technical school or enter other type of specific job training?
2. EDUCATION - If a student plans to have a job after high school, will he/she need to attend a college/university or technical school in order to attain that type of position? If so, what types of accommodations will that student need in order to be successful? How does the student get the accommodations in college/technical school or a major university? Is specific documentation required, and if so, is that something he or she already has?
3. EMPLOYMENT - Is the student taking the appropriate classes in high school to prepare him/her for employment? What types of employment opportunities are available while he/she is still in high school? Does the student know how to tell his/her employer how he/she learns new information best? Does the student know how to advocate for himself/herself? Is the student aware of A.D.A., and the Labor Laws that pertain to individuals with disabilities?
4. INDEPENDENT LIVING SKILLS - For some individuals, ensuring that he/she has the knowledge and ability to live as independently as possible is their ultimate goal after high school. Can this young adult request what he/she wants and needs in a way that others understand? Will this young adult have to rely on others to assist them in meeting their goals? If so, who will be that individual? What agencies and services are available to assist the student and/or family in obtaining assistance? Does this individual need someone to provide guardianship to ensure that his/her needs can best be met?
   
   
   

Who can help with these decisions?

There are a number of individuals within Liberty County who can assist you and your child in obtaining assistance throughout this process. They include:

• Your child's Special Education teacher, School Counselor, or Graduation Coach.
• The Liberty County School System Transition Coordinator.
• Other professionals who are familiar with your child, such as Physician, or Counselor.
• Liberty County School System Parent Mentor or other Advocate.
• Someone from your Church or Worship Community who is familiar the young adult.