Transition Collaborators Team Models Multidisciplinary Interdisciplinary Transdisciplinary Who

Transition Collaborators

Team Models Multidisciplinary Interdisciplinary Transdisciplinary

Who determines what services are needed? Student’s classroom teacher School representative Parent Student Representative of any other agency that is likely to be responsible for providing or paying for transition services

People Involved in Transition coordinator Special Education teacher Student Parent Related Service providers General education teachers Administrators Adult Service Providers

The student IDEA regulations specifically state that the student MUST be invited to attend the IEP meeting in which transition is addressed. If transition services for a student are discussed at a meeting where the student is not present, NO DECISIONS regarding transition services may be made without holding a subsequent IEP meeting for that purpose of inviting the student to the meeting (Sec. 300. 344, Note 2, IDEA).

Parents must be invited to any meting where transition services will be discussed, and they must be informed that transition planning is the purpose of the meeting. The school must also indicate to the parents that the student will be invited and identify any other agency that will be invited to participate.

Transition Coordinator Responsible for linking transition services and instruction with broader program issues of school and community

Special Education Teacher Must have knowledge of community services and collaborative strategies Integrate students with nondisabled peers Provide instruction in community-based settings Provide instruction across the four basic domains Work with IEP team to develop and implement transition plan Include parents and students in all aspects of

Related Service Providers Provide services in the environments in which students will be living, working, and recreating. Provide assessment of needs in each of these areas

General Education Teachers Responsible for working with special education teachers to provide students curriculum content using appropriate accommodations

Administrators Provide support to facilitate transition planning. Support includes: – Planning time – Provision of appropriate instruction across content areas and settings – Inservice training

Adult Service Providers Vocational Rehabilitation program Mental Health/Developmental Disabilities Private Agencies Post-Secondary Education Providers

Factors to consider when determining which agencies to include: Agencies which are currently involved with the student or family Agencies from which the team needs information Agencies which are likely to become involved in providing support or services as outcome choices are narrowed and made Agencies that would typically be invited to participate in discussing and determining what transitions services a student should receive

Problems in obtaining adult services No clear cut mandate to one agency Each agency has a different definition Entitlement vs Eligibility Many services are private

Vocational Rehabilitation provides comprehensive, coordinated, effective, efficient and accountable services needed by eligible individuals with disabilities to prepare for, enter, engage in and retain employment consistent with each individual's strengths, resources, priorities, concerns, abilities, capabilities and informed choice.

VR cont. Persons eligible for vocational rehabilitation services include – persons who have a physical or mental impairment; – persons whose impairment constitutes or results in a substantial impediment to employment; – persons who can benefit in terms of an employment outcome from the provision of vocational rehabilitation services and – persons who require services to help prepare for gainful employment

The VRS counselor gathers and evaluates medical, educational, vocational, and other information to determine eligibility. An applicant is eligible if a determination is made that: (1) he or she has a physical or mental impairment; (2) the physical or mental impairment constitutes or results in a substantial impediment to employment; and (3) the individual requires vocational rehabilitation services to prepare for, enter, engage in, or retain an employment outcome consistent with

The eligibility determination must be made within 60 days of the date on which the individual applies, unless unforeseen circumstances beyond the control of the agency necessitate, and the individual agrees to, an extension of the assessment period for a specified additional period, or an extended evaluation is necessary.

Extended Evaluation - If additional information is needed to establish whether or not the person can be presumed to be able to benefit in terms of an employment outcome from vocational rehabilitation services due to the severity of his or her disability, actual vocational rehabilitation services can be provided for up to 18 months before eligibility must be finally decided.

Mental Health/Developmental Disabilities In Indiana: known as the Bureau of Developmental Disabilities The Bureau of Developmental Disabilities (BDDS) plans, develops and administers a variety of services for people who have developmental disabilities. The term "developmental disability" means a severe, chronic disability of a person that: – is attributable to a mental or physical impairment or a combination of a mental and physical impairment (other than a sole diagnosis of mental illness);

is manifested before the person is twenty-two (22) years of age; is likely to continue indefinitely; reflects the person's need for a combination and sequence of special, interdisciplinary, or generic care, treatment, or other services that are of lifelong or extended duration and are individually planned and coordinated; and results in substantial limitations in at least three (3) of the following: self-care

receptive and expressive language learning mobility self-direction capacity for independent living economic self-sufficiency

Services for Persons with DD Services available for persons with developmental disabilities are community based, residential alternatives to placement in state institutions and health facilities. Programs support independent living in the least restrictive setting possible and are based on a Person-Centered Planning process. Services include: Supervised group living programs Semi-independent living programs Alternative family programs Independent living support services Supported living service arrangements

Private Agencies Goodwill Industries Comprehensive Developmental Center Damar Homes, Inc. Child-Adult Resource Services, Inc (CARS)

Transition meeting agenda Before the meeting: – Invite the student – Send written notice to the family indicating that transition services will be considered. Also indicate that the student will be invited, when and where the meeting will occur, and provide a list of other attendees. – Send written notice to agency representatives – Notify school personnel – Assemble relevant data

Agenda continued During the meeting: – Obtain written permission for release of student information – Document those persons invited and those attending meeting – Review student’s present levels of performance, needs, interests, and preferences – Document how student preferences were considered – Document transition services in the various areas – Record reason why any area may not be addressed – Include each participant’s responsibility in the transition process

Agenda continued After the meeting: – Make contacts with those not attending the meeting and provide them with relevant information and documents – If an agency fails to provide agreed upon services, the committee must reconvene the meeting and develop alternative strategies.