What Happens Next? An evening presentation on transition to

post-secondary living for students with disabilities

Mrs. Alison Donoghue, Transition Counselor

TRANSITIONTRANSITION 1 a : passage from one state, stage, subject, or place to another :

CHANGE b : a movement, development, or evolution from one form, stage, or style to another

2 a : a musical modulation b : a musical passage leading from one section of a piece to another

3 an abrupt change in energy state or level (as of an atomic nucleus or a molecule) usually accompanied by loss or gain of a single quantum of energy

4 "Transition services" means a coordinated set of activities for a student, designed within an outcome-oriented process, that promotes movement from school to post-school activities, including post secondary education, vocational training, integrated employment (including supported employment) continuing and adult education, adult services, independent living, or community participation.

What is Transition?

• Process of students moving onto “life after high school”

• Knowing their educational and vocational goals• Also involves independent living skills,

community experiences, employment & linkages to outside agencies

• Knowing their disability & needs• Being able to advocate for themselves• Having a good plan in place; with a “plan B” too

Requirements

• Age 14 – IEP must include a “Statement of Transition Service Needs” which is a more long-term plan that maps out educational needs to achieve goals.

• Age 16 – Now it is a “Statement of Needed Transition Services” which is more specific and includes exact plans including plans for employment, linkages to community agencies (DVR, DDD, etc.), and specific educational plans.

Role of Transition Counselor

• Meet with students to develop realistic transition plans that include clear educational & vocational goals;

• Provide opportunities to explore educational options and facilitate activities focused on post-secondary skill needs

• Research programs/services available; establish communication with support services providers

• Encourage students to engage in their IEP meetings, understand their disability and know what accommodations and strategies help them succeed.

• Teach self-advocacy skills

Parental Role in TransitionParental Role in Transition• Encourage students in processEncourage students in process

• Facilitate visits to schools/programsFacilitate visits to schools/programs

• Review financial considerations to Review financial considerations to help students choose realisticallyhelp students choose realistically

• Try to let students do it on their ownTry to let students do it on their own

• Letting go / fostering independenceLetting go / fostering independence

What are the options after high school?

4 YEAR COLLEGES

Montclair State

St. Thomas Aquinas

Johnson & Wales Univ.

2 YEAR COLLEGES

Bergen Community College

Rockland Community College

Brookdale Community College

TECHNICAL / TRADE SCHOOLS

Lincoln Tech

Eastwick / HoHoKus

Capri Institute for Cosmetology

APPRENTICESHIPS

Electricians Union

Plumbers Union

Stagehands Union

ARMED SERVICES

Army Air Force

Navy Marines

FULL-TIME OR PART-TIME

EMPLOYMENT

RIVER DELL STUDENTS WITH IEPS

– WHERE DO THEY GO?• BCC

• High Point University

• Utica College

• Montclair State University

• Stonehill College

• Lincoln Tech

• Johnson & Wales University

Is help available after high school?

• All schools have to give some accommodations under Section 504 of the Americans with Disabilities Act

• Comprehensive Programs• Support Services

• Writing/Tutoring centers

• The ADA (Americans with Disabilities Act) also covers those who are disabled and want to work. The law states that any individual who wants to work and is qualified to work must have an opportunity to work. If a “reasonable accommodation” is required during the hiring process or on the job, ADA allows for the person with a disability to request one.

Agencies that can provide assistance

• DVRS Division of Vocational Rehabilitation Services

• DDD Division of Developmental Disability (21 and

over)

• Performcare/CSOCChildren’s System of Care (18 and under)

• HIP Heightened Indepdendence & Progress

Colleges with Comprehensive Colleges with Comprehensive Support ProgramsSupport Programs

Other schools of interest:

Bergen County Technical Schools

Adult and Continuing Education

How do they get to where they want to go?

• Students must be involved in the process

• Explore options & be realistic

• Ask questions – of guidance, CST, transition counselor

• Research the details – requirements & deadlines

• Map out a schedule – and stick to it!

                                                               

Internet-based program used with students to:

assess interests & goals

learn their personality type & learning style

research colleges and careers

keep track of their information and applications

Provides assessment tools, career descriptions, college searches with links to websites

Parents and students can logon from home and use to look into colleges and careers

Freshman & Sophmore Year• Meet regularly with transition counselor, guidance

counselor & case manager.• Practice self-advocacy skills with counselors and

teachers. Attend IEP meetings• Develop an understanding of indivdual learning

style & personality type (use Naviance!)• Begin to explore possible post-secondary options• Engage in community and school-based activities

and events• Set goals and strive to reach them. • Register for any testing accommodations

Junior Year• Continue to investigate options (visiting schools, programs)

• Decide on a potential major (if college) or career field

• Attend IEP meetings (even earlier!)

• Meet with guidance and transition counselors to begin college/ career search process

• Take SATs / ACTs.

• Visit college campuses/speak with visiting representatives.

TEST OPTIONAL MEANS:• Test optional means that a student does not have to

submit their SATs• A school may require other documentation to show a

student’s performance (i.e. graded paper)

TEST OPTIONAL DOES NOT MEAN:

• The school is easier to be accepted into• The student does not have to take SAT/ACT at all• The student will never have to take a standardized test

SENIOR YEAR

• Continue to research options & narrow down choices

• Complete applications (follow deadlines) & make decisions

• Make sure all required testing is done

• Contact Office of Support Services to find out how to self-disclose

Self-disclosure

• Students have the choice of whether to disclose their disability or not after high school

• Disclosing only opens doors for accommodations & special services

• Some schools/programs have a deadline for disclosure

• Ways to disclose:• In college essay / program application • In personal interview for college or job • Some applications ask / include supplemental disclosure form• When student arrives on campus / job

Self-advocacy• The ability to recognize and meet the needs specific

to one's own learning disability without compromising the dignity of oneself or others.

• Knowing what you need and being able to ask for it on your own.

• Taking a stand for your rights, but also knowing your responsibilities

• Self-advocacy is very important in college because students need to ask for services. There is no one there seeking them out.

• FERPA (Family Educational Rights and Privacy Act) applies in college where parents are not the contact person; the student is!