Class 12: Transitioning to Adulthood
Transitioning to Adulthood
Focuses on the transition from high school to post-school outcomes.
Emphasizes the importance of preparing and learning requisite skills throughout the entire school experience.
The foundation for transition skills must be established well before ages 16 or 14.
Essential for students with disabilities to have established skills prior to transitioning to post-school life.
Historical Context of Transition Services
The transition movement was funded by the 1983 amendment to the Individuals with Disabilities Education Act (IDEA).
Madeleine Will: Spearheaded the transition programming movement in her role as the director of the Office of Special Education and Rehabilitative Services.
1983 Report by U.S. Commission on Civil Rights:
Reported that 50–80% of individuals with disabilities were jobless, and those who did work received low wages and faced limited advancement.
The outcome of the report prompted investigations into transition processes for individuals with disabilities.
Assumptions in Transition Programming
The Office of Special Education identified three assumptions in program improvement:
Complexity of Transition:
Effective transitions require relevant community opportunities and services tailored to individual needs.
Not a one-size-fits-all approach.
Focus on All Students:
Emphasizes the need for support services for all students with disabilities.
Ultimate Goal - Employment:
Paid employment is crucial for socialization, societal contribution, and identity formation.
Madeleine Will’s Bridges Model
Bridges Model of Transition:
Three Levels of Services Identified:
Transition with No Service:
Generic support services (e.g., work experience contacts, family contacts, volunteer work).
Accommodations are embedded in generic services available to all.
Transition with Time-Limited Services:
Provided by the state, including vocational rehabilitation and job training.
Aimed at helping individuals obtain and retain employment.
Transition with Ongoing Support:
Includes supported employment with job coaches and ongoing skill development.
Halpern’s Contributions:
Further developed the Bridges Model to focus on three areas:
Quality of residential life.
Adequacy of social and interpersonal networks.
Access to meaningful employment.
Funding and Legal Requirements for Transition Services
In 1990, the IDEA amendment mandated that Individualized Education Programs (IEPs) for students 16 and older must include:
A transition plan defining a coordinated set of activities to improve transitions to post-school activities, including:
Post-secondary education (both 2-year and 4-year colleges).
Vocational education, focusing on specialized training in specific trades.
Opportunities for integrated employment alongside peers.
Adult education or independent living skills to manage day-to-day life, such as cooking and transportation.
Community participation in activities and relationships, including leisure and recreational opportunities.
Transition Planning and Curricular Programming
Transition planning begins at age 16, but earlier in some states (e.g., New York starts at age 14).
Focus is on achieving individual life goals through targeted goals based on preferences and interests.
Assessment Methods for Transition Planning:
Age-appropriate assessments include formal (standardized) and informal (observations, interviews, etc.).
Assessments must be student-centered and focus on preferences, interests, and strengths.
Measurable Post-Secondary Goals:
Include individual aspirations for life after school; goal targeting is essential.
Coordination of Services and Interdisciplinary Teaming
Transition services require coordination across disciplines and collaboration with outside agencies, including:
Input from educators, therapists (OT/PT, speech), families, and community resources.
Summary of Performance:
Describes academic achievements and functional skills needed for progress.
Importance of Student Preferences in Transition
Preferences are key to engaging students in the learning process across all stages.
Example in communication: Using preferred items to increase functional communication in early learners.
Preferences are similarly important as students transition to adulthood, necessitating active involvement in decision-making processes about their futures.
Self-Determination in Transition Planning
Definition of Self-Determination:
Control over actions and decisions, crucial for independence and planning.
Research indicates that self-determination correlates with better outcomes in adulthood.
Components of Self-Determination:
Self-Advocacy:
The ability to articulate one's needs and seek assistance.
Self-Regulation:
Mastery over emotions and impulses, along with the ability to set and achieve goals.
External Support:
Engagement with individualized plans and team support, ensuring collaborative input from all involved parties.
National Longitudinal Transition Study (NLTS)
In three different phases, the NLTS tracked the transition experiences of students with disabilities:
NLTS 1 (1987):
Examined transitional characteristics from school to adulthood.
NLTS 2 (2001–2009):
Analyzed the experiences of students with disabilities in secondary school.
NLTS 3 (2012):
Surveyed both youth with and without IEPs, providing a comprehensive longitudinal overview of transition experiences.
Outcomes and Challenges in Transition
Current statistics in education and employment:
Graduation rates for students with disabilities hover around 60% compared to 80% for their non-disabled peers.
Employment rates show a significant gap: only 18% of individuals with disabilities are employed versus 64% for individuals without disabilities.
Continued emphasis on improving structural supports for successful transitions while addressing societal stigma and ableism.