School to Community Transition Services

Week 5

Transition Services

Movement from school to post-school activities

• disability or foster care

Coordinated set of activities for a student within an outcome-oriented process:

• postsecondary education

• vocational training

• competitive integrated employment

Legislation and Funding

Individuals with Disabilities Education Act (IDEA)

Fostering Connections to Success and Increasing Adoptions Act

Individuals with Disabilities Education Act (IDEA)

• supports youth with disabilities 16 to 21 yrs. old

• Student, teachers, parents, and others work to develop plan for student’s active participation and achievement in transition process

Fostering Connections to Success and Increasing Adoptions Act

• Youth become eligible at 14 and can receive services until they age out of the system between 18 and 22 years of age, depending on state regulations.

• The foster care caseworker or other professional collaborates with the youth to develop and execute a transition plan

2020 Federal Youth Transition Plan

Improve transition outcomes for transition-age youth with disabilities or in foster care

Plan outlining partnering agencies will advance the transition process

Shared vision, outcome goals, and policy priorities

Community Based Transition Resources

Vocational Rehabilitation

Developmental Disabilities

State-Based Transition Services

Low-intensity support services

Health and community-based services (HCBS) Medicaid waivers

Transition Planning as an OTP

Gather and interpret data about the youth, families, institutions, and populations
• Develop and implement a transition plan
• Measure outcomes of the transition services

Theoretical Models for Transition PLanning

PEOP

Personal narratives

Organization narratives

Population narratives

Assessment Tools for Transition Planning

Occupational Profile and individual strengths and challenges

Collaboration with individual and family

Skilled observations of the youth in the community

Use of various assessment tools

Environment Factors for Community Participation

What an OT practitioner should consider

• limited opportunities for participation

• Attitudes or perception of others that may make participation a negative experience

• Financial constraints

OT should eval:

• community accessibility

• choices for community participation

• guiding transition age youth to take more responsibility in the process

Transition Services Implementation

Strength based approaches

Self-determination

Social relationships

Inclusion

Family involvement

Best Practice Programs

Life Self Determination Model

Centers for Independent Living Youth Programs

College Orientation and Life Activities Program @ Towson University