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Monroe County Secondary Transition Resources- 8-25-21

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RMTC-D/HH - Resource Materials and Technology Center for the Deaf/Hard of Hearing

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Established in 1978 by the Florida Legislature, the Resource Materials and Technology Center: Deaf/Hard of Hearing (RMTC-D/HH) is a statewide discretionary project of the Florida Department of Education, Bureau of Exceptional Education and Student Services (BEESS) and functions as a statewide specialized center within the Florida Diagnostic & Learning Resources System (FDLRS) network.

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Parent and Family Digital Learning Guide

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Parent and Family Digital Learning Guide

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What can this guide do for you?

Your involvement in your child's education can lead to better learning results and outcomes. This "Parent and Family Digital Learning Guide" will inform you, as a parent or caregiver, as you monitor your child's progress as your child accesses and uses technology for learning.

This guide aims to help all parents and caregivers, including those who have limited experience with digital tools, those who are expert with these tools, and anywhere in between. Each section starts with foundational pieces and builds from there.

Making the most of this guide

1. Scan: Each section of the Parent and Family Digital Learning Guide can be read independently. Please scan the guide for content and resources that are most helpful to you.

2. Discuss: Find time to discuss the principles explained in the guide with your children. You can also use the questions at the end of each section to start conversations with teachers, school leaders, and other parents.

3. : Use the content of the guide to create resources to help your community better understand digital learning (checklists, social media content, or short video clips). Send us what you create and you just might be featured on our website or social media*. Send your examples to ED.Tech@ed.gov and use the subject line "Creating with the Parent and Family Digital Learning Guide.

* Sending examples to the Department would allow us to share them on its Department's websites and social media channels.

Other than statutory and regulatory requirements included in the document, the contents of this guidance do not have the force and effect of law and are not meant to bind the public. This document is intended only to provide clarity to the public regarding existing requirements under the law or agency policies.

Introduction

What should my child know and how do I know if they have learned it? How can I be sure that my child is progressing and getting the help they need? How should my child use technology for learning, and what technology is needed for my child's learning? What is the right balance of being online versus offline? How can my child stay connected with their friends and teachers? How can my child stay safe?

Parents, educators, and researchers have asked these questions for years; they are even more relevant in light of the effects of the COVID-19 pandemic.

Is technology the answer to all of these questions? No, of course not. Technology is a tool. Technology, when used appropriately, can empower learning, engage and motivate students, and help make learning interactive. Students can benefit from educational technology because it can personalize instruction and adapt to their strengths and weaknesses. Today's digital tools and resources support and enhance learning at home and in the classroom. In some cases, a student's engagement with educational technology can help them develop communications and technical skills for their futures.

Digital tools (such as devices, apps, and platforms) can enable multiple places for your child to learn, help you and your child set clear and easy to understand learning goals, and track progress. These tools can also help facilitate communication between you, as your child's primary educator, and your child's other teachers, allowing you to work together toward ensuring success. To take full advantage of the potential of digital tools, your child will need access to a device and the internet (at home and at whatever school option you choose for your child). You are also responsible for guiding your child on how to use technology safely and appropriately. This guide provides resources to help you fulfill that responsibility. While having multiple options for access, devices, internet connectivity, and digital tools is the ideal, it is not the reality for everyone. This guide focuses on empowering you with information and resources to improve your child's opportunity for successful and safe digital learning.

The following sections explain three distinct benefits of digital learning. Digital learning can help meet the specific needs of your child, monitor your child's academic progress, and connect you and your child with your school community and beyond.
Digital Learning
Digital learning is used throughout this guide to refer to learning that leverages digital tools and resources, regardless of where it occurs.

MEETING THE LEARNING NEEDS OF YOUR CHILD:

PERSONALIZED LEARNING

This section in 30 seconds

Technology and digital tools can help your child learn in ways that work for your child. These tools can help change the way content is presented and how learning is assessed. They can make instruction personalized based on what will help your child learn.

For decades, most American classrooms have taken a "one size fits all" approach to instruction, teaching to the average student and largely ignoring the uniqueness of each learner. Educational technology can move us toward meeting the needs of each student and providing support tailored to each student's strengths and interests.

To personalize learning, the learning experiences and resources provided should be flexible and should adapt to and build on your child's skills. You know your child best. Working with your child's teachers to help them understand your child's needs can contribute to their personalized learning. The sections below outline technology-based approaches that can help personalize your child's education.

Personalized learning is an educational approach that tailors learning experiences to each
student's strengths, needs, skills, and interests.

Digital tools can provide multiple ways to engage your child in personalized learning. Learners can be motivated to learn in different ways, and a wide variety of factors can influence learning engagement and effectiveness. These include:

relevance (e.g., can my child imagine using this skill outside of school?),

interest (e.g., does my child get excited about this topic?),

culture (e.g., does my child's learning connect to the culture they experience outside of school?),

language (e.g., do the assignments that are given to my child help build vocabulary, especially if English is not my child's native language?),

background knowledge (e.g., can this topic be connected to something that my child already knows and can build upon?), and

differences in how they process information (e.g., does my child have a disability such as a specific learning disability (e.g., dyslexia, dysgraphia, dyscalculia), or a sensory disability such as blindness or visual impairment, deafness or hearing impairment? Or does my child have a learning difference that is not a disability, but that affects the way my child processes or accesses information?)

Effective digital tools can help accommodate your child's needs and preferences. Here are five ways that technology can be used to customize learning:

1. Choose your preferred learning environment. Digital technologies allow learning to take place synchronously with others (i.e., at the same time with you, a teacher, or other students), asynchronously (i.e., not at the same time), or both (i.e., with a mix of live interactions and assignments completed independently by each student based on their own schedule and pace). Learning can be organized for individual, small group, and whole class interactions, which may appeal to different learners' needs and preferences. As you consider schooling options for your child, the examples below may help you consider how synchronous and asynchronous learning approaches and activities may meet the particular needs and preferences of your child.
Examples of Synchronous Activities

A scheduled class in a school or online.

Live video conferencing with interactive participation.

A scheduled online live chat session.

Scheduled times (e.g., office hours) when teachers or tutors are available.

Examples of Asynchronous Activities

Completing assigned work independently.

Viewing a playlist of videos.

Engaging with learning software or online educational materials at a time and sequence of the student's choice.

2. Uncover new learning opportunities. Many digital tools can support partner or group work and facilitate feedback from peers and teachers. Such applications can also help your child find new things to learn. For example, many sources of information are available online, such as from museums and libraries, historical sites, scientific laboratories, and other sources from the web that support curiosity, inquiry, and research. These tools can also help your child access digital books, simulations, games, interactive content, and online explorations. We have listed several examples in the resources at the end of this section.

3. Support creative expression. Your child can learn to use digital tools for organizing, researching, writing, publishing, and creating media on topics that are important and interesting. Such digital tools can be used to help your child creatively think through solutions to challenging problems while fostering their abilities to communicate, collaborate, and otherwise develop their creative skills. Students can also keep their own personal portfolios, a record of their learning, and a blog or journal including reflections on their goals and learning progress.

4. Provide fast feedback. Technology can offer real-time assessment of learning and progress to inform and guide your child as they work. Such feedback enables your child to self-monitor and gives you, and your child's other teachers, information to know how to provide effective support.

5. Provide multiple means of interacting with content. Learners differ in how they best access, process, and comprehend information. Your child may need or benefit from special supports, for example:

If your child has a sensory disability (e.g., blindness or deafness), or;

If your child has learning disabilities (e.g., dyslexia, dyscalculia, dysgraphia), or;

If your child has another health impairment (e.g., attention deficit disorder, attention deficit hyperactivity disorder); or

If your child is an English learner, or;

If based on your child's unique cultural background and experiences, they may benefit when content and resources are presented in a variety of ways.

Technology that your child with a disability may use, referred to as assistive technology, may include software and systems that translate text to speech or speech to text, closed captions, translation tools, and resources available in multiple media formats such as text, audio, and video. Some of this technology can present content in shortened or lengthened formats to accommodate students who have limited attention spans or other disability-related needs.

Under federal laws that prohibit discrimination on the basis of disability, websites and apps used in schools must be accessible or, if necessary, schools must provide equally effective alternate access.
Accessibility
The Office for Civil Rights (OCR) at the U.S. Department of Education has recognized this definition: "'Accessible' refers to information or technology that, at a minimum, affords a person with a disability the opportunity to acquire the same information, engage in the same interactions, and enjoy the same programs and activities as a person without a disability in an equally effective and equally integrated manner, with substantially equivalent ease of use."

Federal law also requires schools to provide support services for English learners: "Parents or guardians may choose for their child to receive services to learn English if their child is identified as needing these services. School districts and schools are required by federal law to provide these services. Schools must ensure meaningful communication with English learners."

Additionally, your child may differ in the ways that they can best demonstrate what they know. Your child may be able to express themselves well in written text but struggle with speech, or vice versa. Children may be able to show what they have learned through illustration better than following conventions of text on pages and margins. With the right tools and appropriate accommodations throughout the learning process, all students can have multiple means of accessing content and demonstrating content mastery.

Your child's personalized learning approach may also need to be addressed in your child's Individualized Education Program (IEP).6 The requirements for an IEP for eligible children with disabilities are contained in the Individuals with Disabilities Education Act (IDEA), and those same requirements do not apply to students who do not have a documented disability.

Guides with Tips and Tricks

Digital Tools

Instructional Activities

UNDERSTANDING YOUR CHILD'S PROGRESS:

COMPETENCY-BASED LEARNING

This section in 30 seconds

Your child masters content and develops skills at their own pace. Many children learn effectively when the support they receive is customized for each new skill. In a competency-based system, your child can be empowered to learn skills in a personalized manner and to take responsibility for and make more decisions in their own learning. As a result, your child may be more engaged and successful in their learning.

What is it? Competency-based learning (also known as performance-based, mastery-based, or proficiency-based education) is an approach in which the parent and teacher builds a structure around the difference in pace of each student. The learning is set up to help ensure that students progress after showing mastery of the skills and competencies. For example, rather than allowing only one week for all students to learn two-digit addition before moving on to a new topic, the expectation is that each student will be able to solve two-digit math problems using addition, and that they can work at their needed pace to demonstrate mastery.

In this approach, the learning environment supports the strengths, weaknesses, and unique abilities of each student who learns in different ways and at different paces. While each student is tracking their own progress, they are not alone in their learning. Students can work with their parents, peers and get support from members of their learning community. Technology can help parents and teachers provide the variety of support that each student will need to progress and help students know when they have gained a specific competency.

Goals of Competency-based Education at a Glance:

Your child progresses based on evidence of learning a concept, not the amount of time spent on that concept.

Your child is empowered to make learning decisions, including how to demonstrate what has been learned.

Assessment is a positive experience for your child and provides timely, relevant, and actionable information.

Your child receives different support based on their individual learning needs.

Strategies to ensure access for your child are embedded in the learning experience.

Expectations for learning are clear and measurable.

Why do some find competency-based learning beneficial? Competency-based approaches and systems value flexible learning environments where learning may happen at different times and in different spaces. The development of new skills can be independent of location, and students have the ability to pause or move ahead with their learning as needed.

Guides with Tips and Tricks

CONNECT WITH YOUR COMMUNITY AND BEYOND:

DEVELOPING PARTNERSHIPS

This section in 30 seconds

Students are more engaged when parents and families are involved in education. Using digital learning resources provides new opportunities for your family to develop a strong partnership with your school or education provider. Technology can help you and your child stay connected to your local community, your child's school and teachers, and other parents and children.

Social emotional support from your local community

Emotions and social relationships are essential components of learning. In a national survey of parents related to COVID-19, the top concern for parents during school closures is that their child is missing important social interactions at school and with friends. Schools provide counseling services and community spaces and can play a pivotal role in the social development and mental well-being of your child.

If your school is providing instruction virtually or your child is learning from home, technology can help support social connections. Consider these examples of ways technology can help. You and your child could:

Hold a video conference to stay connected to teachers and peers. Take pictures of their work or their creations and share them with their teacher or classmates. They can get to know their teacher and classmates better by exchanging pictures, stories, and special memories.

Practice writing by sending letters and e-mails to friends and relatives.

Set up virtual playdates for your younger child, and make sure your older child has time to talk with friends.

Set up video chats with grandparents and other family members.

Social connections can reduce the impact of stress while also helping children develop communication, problem-solving, and empathy skills. For example, time with friends can help your child build relationships and talk with others who understand and relate to their feelings.

Learning resources and support from your learning community

Staying connected to school and learning communities will help parents and families while better supporting their children in their learning environment moving forward. Two-way communication with your child and their learning community can be essential. Your child's school, district, or education provider's website may include important updates and information. Your child's teacher may post assignments online or communicate them through email. You may seek to establish lines of communication with your child's teacher or education provider to ask questions and exchange information through phone, email, text messaging, or other means.

Virtual communication can help you:

Better understand your child's progress and different subjects they are learning.

Learn about opportunities from device distribution to enrichment programs to exam preparation.

Know right away if your child's teacher or education provider has identified any issues, academic or non-academic.

Share what you know works best to support your child with their teacher or education provider.

Ways you and your child's teacher might use technology to facilitate connections and collaboration include:

Having your child share projects and essays by creating a website or photo gallery.

Providing opportunities for your child to share experiences, engage in digital class discussions and small group work, and support one another.

Providing avenues for your child to share questions, comments, and concerns that are related to instruction, as well as those related to how they are feeling.

Making space for informal connections and personalized support by regularly scheduling a virtual meeting with you, your child, or both of you.

Technology for two-way family and school connections include the school website, video conferencing, phone, text messaging, email, online office hours, and online surveys.

Learning resources and support from beyond your local community

Technology can give your child opportunities to engage in research and problem-solving activities and to share ideas and collaborate on projects with other learners beyond those in their local community.

Access to virtual learning schools

You may identify and pursue a virtual learning option that meets the needs and requirements of your child. This option may include full courses that are self-paced, access to a virtual classroom that provides teachers, content, and assessments, or some combination. If your child's school is closed or the options that it provides do not meet the particular needs of your child, a virtual learning option may provide access to what your child needs to continue progressing in their
learning.

Virtual learning
Virtual learning refers to online learning that takes place outside of the school or brings what is outside of the school into the school. It uses an online environment to connect students who may be physically located in one place with a course or learning opportunity located somewhere else.

Along with private virtual learning providers, some states have online K-12 schools that are operated by the state or district. These options can be helpful during school building closures and at other times that meet the particular needs and requirements of your child. Online schools may offer courses that your child may not otherwise have in their schools, and, if necessary, can also help your child make up credits to continue toward graduation.

Guides with Tips and Tricks

Digital Tools

To take full advantage of the benefits of digital learning, your child needs access to a personal learning device, such as a laptop, and access to the internet at home. While the hardware and software required on each device may vary based on your child's needs and their digital learning program, your child may generally need the ability to communicate reliably and safely with their personal learning device.

Ensuring access to a device and the internet can also facilitate a more seamless transition between school and home. Your child can access online platforms that record progress and provide digital learning activities and resources.

While having full access to devices and broadband connections is ideal, we know that isn't the reality for everyone. If your child has no device (or only a smartphone), limited internet access, or both no device and limited internet access, the sections below can help you find ways to obtain a device and connectivity for your child.

ENSURING YOUR CHILD'S ACCESS:

PERSONAL LEARNING DEVICES

You may have multiple options to access a personal learning device for your child:

Learn about available personal learning device options. There are multiple makes, models, and configurations of laptops, tablets, cameras, and software that can support digital learning. You, your child, or your school or education provider may maintain certain technical requirements and standards that affect your child's use of personal learning devices. Your school or education provider may or may not purchase personal learning devices for your child. Such devices may otherwise be made available to your child without cost or at reduced cost from your state or school district, from non-profit organizations, or from device manufacturers. Note though, that if your child has a disability and the device is required in order for your child to receive a free appropriate public education under the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act of 1973, the device must be provided to your child at no cost to you and your child.

Learn about device distribution opportunities at your school or education provider. Reach out to your child's teacher or counselor to ask about access to a digital device, such as a laptop or tablet. Even if you already have a computer at home, each child should have their own reliable device so they can fully participate in digital learning when needed.

Get technical support. Ask your device provider, school, or education provider if and how they provide support setting up devices and thereafter. Your school or education provider may host virtual town halls or other events for parents and families.

Learning without a personal learning device. You may find opportunities for your child to learn without a device. Your child's teacher or local library may help you identify activities that your child can do without a screen so that your child can continue learning if a device is not available to them, and maximize meaningful use of screen time when a device is available.

ENSURING YOUR CHILD'S ACCESS:

INTERNET SERVICE

Streaming and downloading content and participating in video conferences requires a highspeed, reliable internet connection. Although many public spaces offer internet access, obtaining access at home is critical for supporting continuity of learning. If you do not have access to the internet to support your child's learning, some options may be available to you.

Discover school- or community-provided internet access. Some schools provide internet hotspots for students to check out, and some communities have open access to a community-based network. Check with your school and public library to learn about options in your community. The resources section below provides additional sources for finding internet access options in your community.

Learn about your internet access. If you already have service, make sure it can support the increased online activity and that you understand any data limits (if applicable).

ENSURING YOUR CHILD'S SAFETY, PRIVACY, AND RESPONSIBLE TECHNOLOGY USE

Know your rights and learn what information is being collected or shared about your child.

While federal, state, and local laws have been developed to protect your child's safety and privacy online, your child's safety and privacy also depends on your child's and the education provider's safe and responsible online practices. We offer the sections below as helpful places to start discussing internet security and privacy with your child, and to outline the federal laws that govern privacy and safety.

Security Settings

Turn on the security features on any device your child may use for learning activities. These can be found in the device's general settings under the privacy menu. These features can:

Restrict access to offensive or inappropriate content.

Require approval for downloads.

Limit time spent on certain apps.

For additional information on online safety concerns and ways of protecting your child online, see "Cyber Safety Considerations for K-12 Schools and School Districts."

Digital Citizenship

Talk with your child about how to be a responsible digital citizen. Remind your child that virtual communities are an extension of their classrooms and the same basic rules apply, such as treating others with respect. Let your child know that they should tell you, their teacher, or a family member if they or a classmate are being bullied or are worried about any troubling content, encounters, or activities online.

Password Management

Make sure you and your child have all the information to find their learning resources. Keep track of log-in and password information and URLs for each platform they use. Consider using a password manager in your internet browser, or keep passwords written down in a safe place. Change passwords regularly.

Video Conferencing

You may choose to talk with your child and your child's teacher if you aren't comfortable with your child using the video feature during virtual lessons. Many platforms allow you to use virtual backgrounds or images to protect the privacy of your home. If your child's teacher, school, or education provider plans to record a lesson or take screenshots during a lesson and you are uncomfortable, you may ask if your child can be off-camera or watch the recorded lesson later.

Privacy Policies

Keep in mind that your school or education provider may have different agreements with companies to protect the privacy of students, and checking with your school or education provider is always an important first step. Schools may use certain digital learning tools without your consent as long as the use of these tools aligns with state and federal law.

Federal Laws Governing Privacy and Safety: FERPA, IDEA, and COPPA

The Family Educational Rights and Privacy Act, known as FERPA, is a federal law that, among other things, generally prohibits FERPA-covered educational agencies (e.g., school districts) and institutions (i.e., schools) from disclosing personally identifiable information (PII) from the education records of a student without the prior written consent of the student's parent or the "eligible student" herself or himself (i.e., the student if he or she is 18 years or older or attends an institution of postsecondary education). 20 U.S.C. §§ 1232g(b), (h), (i), and (j), and 34 CFR Part 99, Subpart D. FERPA contains specific exceptions to this general consent requirement which are set forth in 20 U.S.C. § 1232g(b)(1)-(b)(3), (b) (5), (b)(6), (h), (i) and (j), and 34 CFR § 99.31. FERPA also generally provides parents and eligible students with the right to inspect and review their education records, and the right to seek to amend information in their education records that is inaccurate, misleading, or in violation of the student's rights of privacy. 20 U.S.C. §§ 1232g(a)(1)(A) and (a)(2), and 34 CFR Part 99, Subparts B and C. For more information regarding FERPA, please visit the U.S. Department of Education's Student Privacy Policy Office's website at https:// studentprivacy.ed.gov. Of note, the U.S. Department of Education recently released guidance to parents on FERPA in April 2020 titled, "The Family Educational Rights and Privacy Act: Guidance for Parents," which is available at https://studentprivacy.ed.gov/ sites/default/files/resource_document/file/FERPAGuidanceForParents.pdf.

The Individuals with Disabilities Education Act (IDEA) also contains confidentiality of information provisions that protect PII in the education records of children with disabilities. 20 U.S.C. § 1417(c) and 34 C.F.R. §§ 300.610-300.626. IDEA also generally provides parents with the right to inspect and review their child's education records, and the right to seek to amend information in their child's education records that is inaccurate, misleading, or in violation of the student's rights of privacy. IDEA's confidentiality provisions generally require parental consent for disclosure of PII in education records, to parties other than officials of participating agencies, and generally incorporate the FERPA exceptions to the prior written consent requirement. Note that the IDEA confidentiality of information provisions incorporate some of the FERPA requirements but also include several provisions that are specifically related to children with disabilities. More information about IDEA and FERPA confidentiality provisions is available at https://studentprivacy.ed.gov/resources/ferpaidea-cross-walk.

The Children's Online Privacy Protection Act (COPPA) generally gives parents control over what information is collected about their children online. Under COPPA, schools may, in certain circumstances, provide consent on behalf of parents to the collection of student personal information. The Federal Trade Commission recently clarified that "schools can consent on behalf of parents to the collection of student personal information-but only if such information is used for a school-authorized educational purpose and for no other commercial purpose. This is true whether the learning takes place in the classroom or at home at the direction of the school." More information about COPPA is available at https:// www.ftc.gov/news-events/blogs/business-blog/2020/04/coppa-guidance-ed-techcompanies-schools-during-coronavirus.

Guides with Tips and Tricks

Digital Tools

HOW TO FILE A DISCRIMINATION COMPLAINT WITH THE OFFICE FOR CIVIL RIGHTS

Educational institutions have a responsibility to protect every student's right to learn in a safe environment free from unlawful discrimination and to prevent unjust deprivations of that right. The Office for Civil Rights (OCR) in the U.S. Department of Education enforces several federal civil rights laws that prohibit discrimination on the basis of disability, race, color, national origin, sex, and age in programs or activities that receive federal financial assistance from the Department of Education. OCR also has responsibilities under Title II of the Americans with Disabilities Act of 1990, which prohibits discrimination on the basis of disability by public entities, whether or not they receive federal financial assistance.

Discrimination on the basis of disability is prohibited by Section 504 of the Rehabilitation Act of 1973 and, as noted above, by Title II of the Americans with Disabilities Act of 1990.

Discrimination on the basis of race, color, and national origin is prohibited by Title VI of the Civil Rights Act of 1964. This includes discrimination based on a person's limited English proficiency or English learner status; and actual or perceived shared ancestry or ethnic characteristics, including membership in a religion that may be perceived to exhibit such characteristics (such as Hindu, Jewish, Muslim, and Sikh individuals).

Discrimination on the basis of sex is prohibited by Title IX of the Education Amendments of 1972. This includes discrimination based on pregnancy, parental status, and sex stereotypes (such as treating persons differently because they do not conform to sex-role expectations or because they are attracted to or are in relationships with persons of the same sex).

Discrimination on the basis of age is prohibited by the Age Discrimination Act of 1975.

Anyone may file a complaint with OCR. The person or organization filing the complaint need not be a victim of the alleged discrimination but may file on behalf of another person or group. You may file a complaint by mail or fax with the appropriate regional office ( https://www2.ed.gov/ about/offices/list/ocr/addresses.html), by email ( ocr@ed.gov), or by using OCR's electronic complaint form ( https://www2.ed.gov/about/offices/list/ocr/complaintintro.html). Generally, a complaint must be filed within 180 calendar days of the date of the alleged discrimination. More information about OCR is available at https://www.ed.gov/ocr.

LEGAL DISCLAIMER

This document contains resources that are provided for the user's convenience. The inclusion of these materials is not intended to reflect their importance, nor is it intended to endorse any views expressed, or products or services offered. These materials may contain the views and recommendations of various subject matter experts as well as hypertext links, contact addresses, and websites to information created and maintained by other public and private organizations. The opinions expressed in any of these materials do not necessarily reflect the positions or policies of the U.S. Department of Education. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of any outside information included in these materials.

ENDNOTES

1. Morin, A. (n.d.). Personalized Learning: What You Need to Know. Understood. Retrieved from https://www.understood.org/en/school-learning/partnering-with-childs-school/ instructional-strategies/personalized-learning-what-you-need-to-know/

2. Unless otherwise noted this guide does not address schools' responsibilities to provide services or modifications to students with disabilities under the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, or Title II of the Americans with Disabilities Act (ADA). Information about the IDEA is available at https:// osepideasthatwork.org/. Information about Section 504 and Title II is available at https:// www.ed.gov/ocr.

3. Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of 1990 (Title II).

4. Resolution Agreement: South Carolina Technical College System, OCR Compliance Review No. 11-11-6002.

5. English Learner Family Toolkit: Attending Schools in the United States. (2018). National Clearinghouse for English Language Learners. Retrieved from https://ncela.ed.gov/files/ family_toolkit/EL-Family-Tool-Kit-Attending-Schools-in-the-US.pdf

6. Note that a student's personalized learning approach may also need to be addressed through the services and modifications provided to students with disabilities under Section 504 of the Rehabilitation Act of 1973, 34 C.F.R. § 104.33.

7. The parents of a child with a disability have the right to request an IEP team meeting at any time to review the child's IEP and revise it, if appropriate.

8. Introduction to Competency-Based Education. (2020). Aurora Institute. Retrieved from https://aurora-institute.org/our-work/competencyworks/competency-based-education/

9. Kaufman, T. (n.d.). Family Engagement and Student Success: What the Research Says. Understood. Retrieved from https://www.understood.org/en/school-learning/foreducators/partnering-with-families/family-engagement-and-student-success

10. Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018). The Brain Basis for Integrated Social, Emotional, and Academic Development. The Aspen Institute. Retrieved from https://assets.aspeninstitute.org/content/uploads/2018/09/Aspen_research_ FINAL_web.pdf

11. Learning Heroes. (2020). Parents 2020: COVID-19 Closures-A Redefining Moment for Students, Parents, and Schools [Webinar]. Retrieved from https://bealearninghero.org/ research/

12. Virtual Learning. (2020). Core Education. Retrieved from https://core-ed.org/researchand-innovation/ten-trends/2013/virtual-learning/

REFERENCES

English Learner Family Toolkit: Attending Schools in the United States. (2018). National Clearinghouse for English Language Learners. Retrieved from https://ncela.ed.gov/files/family_toolkit/EL-Family-Tool-Kit-Attending-Schools-in-the-US.pdf

Family Educational Rights and Privacy Act. (2020, April). Guidance for Parents. Retrieved from https://studentprivacy.ed.gov/sites/default/files/resource_document/file/FERPAGuidanceForParents.pdf

Federal Trade Commission. (2020). Children's Privacy. Retrieved from https://www.ftc.gov/tipsadvice/business-center/privacy-and-security/children%27s-privacy

Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018). The Brain Basis for Integrated Social, Emotional, and Academic Development. The Aspen Institute. Retrieved from https://assets.aspeninstitute.org/content/uploads/2018/09/Aspen_research_FINAL_web.pdf

Introduction to Competency-Based Education. (2020). Aurora Institute. Retrieved from https://aurora-institute.org/our-work/competencyworks/competency-based-education/

Kaufman, T. (n.d.). Family Engagement and Student Success: What the Research Says.
Understood. Retrieved fromhttps://www.understood.org/en/school-learning/for-educators/partnering-with-families/family-engagement-and-student-success

Learning Heroes. (2020). Parents 2020: COVID-19 Closures-A Redefining Moment for Students,
Parents, and Schools [Webinar]. Retrieved fromhttps://bealearninghero.org/research/

Morin, A. (n.d.). Personalized Learning: What You Need to Know. Understood. Retrieved from
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructionalstrategies/personalized-learning-what-you-need-to-know/

Schifferle, L. W. (2020, April). COPPA Guidance for Ed Tech Companies and Schools during the
Coronavirus. U.S. Federal Trade Commission. Retrieved fromhttps://www.ftc.gov/news-events/blogs/business-blog/2020/04/coppa-guidance-ed-tech-companies-schools-during-coronavirus

Virtual Learning. (2020). Core Education. Retrieved from https://core-ed.org/research-andinnovation/ten-trends/2013/virtual-learning/

ACKNOWLEDGEMENTS

This work was developed under the guidance of senior staff in the U.S. Department of Education, Office of Educational Technology, with technical support from Jessenia Guerra, Kevin Johnstun, and Maile Symonds, and contributions from Digital Promise and Learning Heroes.

The team extends their thanks to a Technical Working Group of education leaders and researchers who provided valuable insights and examples from their experience (listed in alphabetical order by last name):

Jose Blackorby, CAST

Jered Borup, George Mason University

Linda Burch, Common Sense Media

Jon Deane, GreatSchools

Bruce Friend, Pine Springs Preparatory Academy

Pete Just, Metropolitan School District of Wayne Township

Trynia Kaufman, Understood

Sarah Pottle, The New Teacher Project

Beth Rabbitt, The Learning Accelerator

Julia Rafal-Baer, Chiefs for Change

Justin Reich, Massachusetts Institute of Technology

Valerie Truesdale, American Association of School Administrators

Amelia Vance, Future of Privacy Forum

Casandra Woodall, International Society for Technology in Education

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Parent and Family Digital Learning Guide - Office of Educational Technology

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This guide will help you monitor your child's progress as your child accesses and uses technology for learning. It covers the benefits of digital learning and safety, privacy, and responsible technology use.

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The Florida Diagnostic & Learning Resources System-South (FDLRS-South) provides diagnostic, instructional, and technology support services to district exceptional education programs and families of students with disabilities. FDLRS-South directly serves Miami-Dade and Monroe county school districts…

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Please complete the annual DOE ESE Parent Survey http://www.esesurvey.com
Click here to access Monroe County School District ESE Resources for teachers and parents related to virtual instruction.
The FDLRS December Parent Webinar is posted here .

This resource provides programs designed to ensure that parents of children with the full range of disabilities have the training and information they need to prepare their children for not only school, but to be able to lead productive, independent lives to the fullest extent possible.

NEW!

An IEP That Works for You

Developing and implementing an IEP (Individual Education Plan) is the equal responsibility
of educators, parents, and other members of the IEP team. This workshop explains the IEP
process and the importance of parental participation. Learn helpful tips for writing effective
IEP goals and strategies. YouTube https://youtu.be/vk82SakVyjM

Parent and Student's Rights (Senate Bill 1108/850)

This workshop will discuss two pieces of legislation, Senate Bill 1108 (2013) on exceptional
student education and Senate Bill 850 (2014) on persons with disabilities and Florida's
diploma options from 2014 to the present day. YouTube https://youtu.be/WSDeejPOHpU

Beginning the Journey 1 (birth - 36 months IDEA Part C)

Each child grows at an individual pace, but research shows that a child's first three years
are the most important time for learning. Getting help early puts your child on the right
path to learn and develop at their full potential. This training educates families on Early
Intervention and how it is provided to support families and caregivers in developing the
competence and confidence to help their child learn and develop. YouTube https://youtu.be/nzlyvBvwtpE

Beginning the Journey 2 (PreK 3 - K IDEA Part B)

Early Intervention is a key step in helping children who have been identified as having
developmental delays succeed. But what happens after the 3rd birthday and your child
transitions from early steps to the school system? In this presentation, we will go over step
by step what to expect when your child is transitioning out of early steps with an IFSP
and into the school system with their first IEP if they qualify. YouTube https://youtu.be/vAg-V4ZAkHM

Substitute to Supported Decision Making

Imagine having your capacity to make decisions, sign contracts, vote, defend your rights in
court or choose medical treatments taken away simply because you have a disability. For
many persons with disabilities, this is a fact of life, and the consequences can be grave.
When individuals lack the legal capacity to act, they are not only robbed of their right to
equal recognition before the law, they are also robbed of their ability to defend and enjoy
other human rights. Guardians and tutors acting on behalf of persons with disabilities
sometimes fail to act in the interests of the individual they are representing; worse, they
sometimes abuse their positions of authority, violating the rights of others. https://youtu.be/yM5XG1cYfwU

CARD is based at the University of Miami and Nova Southeastern University and is one of seven state-funded, university-based outreach and support centers in Florida dedicated to optimizing the potential of people with autism spectrum disorders (ASD), dual sensory impairment, sensory impairments with other disabling conditions, and related disabilities. In addition to ASD, CARD also serves a variety of related disabilities including deaf-blindness, sensory impairments with other disabling conditions, developmental delays in children under 5 who also present with autistic-like behaviors, and genetic disorders that may co-exist with autism symptoms (e.g., Fragile X Syndrome, Rett Syndrome, Tuberous Sclerosis, Angelman Syndrome, among others). Over the years, CARD's constituency has grown from 88 families in 1993 to over 9,000 families today in Monroe, Miami-Dade and Broward counties.
http://www.nova.edu/card/
Parent support groups meet in all three regions of the Florida Keys. ASK is a non-profit organization with a mission to provide support and services to children and families affected by autism to improve their quality of life.
autismsocietyofthekeys@gmail.com http://www.autismsocietyofthekeys.com
Vocational Rehabilitation (VR) is a federal-state program that helps people who have physical or mental disabilities get or keep a job. VR is committed to helping people with disabilities find meaningful careers. Passage of the Workforce Innovation and Opportunity Act further supports VR efforts to prepare youth for success in the 21st century workforce through our Transition Youth Services. Click here to learn more about the STAR program.

Work Incentives Planning and Assistance (WIPA) Project for South Florida

WIPA projects can provide information and support to help make a successful transition to work and financial independence. WIPA can help you:

understand the rules of specific work incentives and how they apply to you/benefit analysis and advisement.

decide whether the Ticket to Work program is right for you.

understand the potential benefits of employment as a person who receives disability benefits from Social Security while dispelling the myths about working.

analyze how work and earnings may impact Supplemental Security Income (SSI), Social Security Disability Insurance (SSDI), health care, and other public benefits

understand the services provided by a state Vocational Rehabilitation (VR) agency or an Employment Network (EN), and how they might fit best with your needs

with problem solving and advocacy

with benefits support and planning/benefits management

with information and referral

Contact Lesly Quin, Project Director, 305-453-3491 llopez@cilofthekeys.org

# data[].attributes.attachment_link.title
Exceptional Student Education / Parent Resources and Information

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Click here to access Monroe County School District ESE Resources for teachers and parents related to virtual instruction. The FDLRS December Parent Webinar is posted here . This resource provides programs designed to ensure that parents of children with the full range of disabilities have the training and information they need to prepare their children for not only school, but to be able to lead productive, independent lives to the fullest extent possible.

# data[].attributes.attachment_link.readable_text
Please complete the annual DOE ESE Parent Survey http://www.esesurvey.com
Click here to access Monroe County School District ESE Resources for teachers and parents related to virtual instruction.
The FDLRS December Parent Webinar is posted here .

This resource provides programs designed to ensure that parents of children with the full range of disabilities have the training and information they need to prepare their children for not only school, but to be able to lead productive, independent lives to the fullest extent possible.

NEW!

An IEP That Works for You

Developing and implementing an IEP (Individual Education Plan) is the equal responsibility
of educators, parents, and other members of the IEP team. This workshop explains the IEP
process and the importance of parental participation. Learn helpful tips for writing effective
IEP goals and strategies. YouTube https://youtu.be/vk82SakVyjM

Parent and Student's Rights (Senate Bill 1108/850)

This workshop will discuss two pieces of legislation, Senate Bill 1108 (2013) on exceptional
student education and Senate Bill 850 (2014) on persons with disabilities and Florida's
diploma options from 2014 to the present day. YouTube https://youtu.be/WSDeejPOHpU

Beginning the Journey 1 (birth - 36 months IDEA Part C)

Each child grows at an individual pace, but research shows that a child's first three years
are the most important time for learning. Getting help early puts your child on the right
path to learn and develop at their full potential. This training educates families on Early
Intervention and how it is provided to support families and caregivers in developing the
competence and confidence to help their child learn and develop. YouTube https://youtu.be/nzlyvBvwtpE

Beginning the Journey 2 (PreK 3 - K IDEA Part B)

Early Intervention is a key step in helping children who have been identified as having
developmental delays succeed. But what happens after the 3rd birthday and your child
transitions from early steps to the school system? In this presentation, we will go over step
by step what to expect when your child is transitioning out of early steps with an IFSP
and into the school system with their first IEP if they qualify. YouTube https://youtu.be/vAg-V4ZAkHM

Substitute to Supported Decision Making

Imagine having your capacity to make decisions, sign contracts, vote, defend your rights in
court or choose medical treatments taken away simply because you have a disability. For
many persons with disabilities, this is a fact of life, and the consequences can be grave.
When individuals lack the legal capacity to act, they are not only robbed of their right to
equal recognition before the law, they are also robbed of their ability to defend and enjoy
other human rights. Guardians and tutors acting on behalf of persons with disabilities
sometimes fail to act in the interests of the individual they are representing; worse, they
sometimes abuse their positions of authority, violating the rights of others. https://youtu.be/yM5XG1cYfwU

CARD is based at the University of Miami and Nova Southeastern University and is one of seven state-funded, university-based outreach and support centers in Florida dedicated to optimizing the potential of people with autism spectrum disorders (ASD), dual sensory impairment, sensory impairments with other disabling conditions, and related disabilities. In addition to ASD, CARD also serves a variety of related disabilities including deaf-blindness, sensory impairments with other disabling conditions, developmental delays in children under 5 who also present with autistic-like behaviors, and genetic disorders that may co-exist with autism symptoms (e.g., Fragile X Syndrome, Rett Syndrome, Tuberous Sclerosis, Angelman Syndrome, among others). Over the years, CARD's constituency has grown from 88 families in 1993 to over 9,000 families today in Monroe, Miami-Dade and Broward counties.
http://www.nova.edu/card/
Parent support groups meet in all three regions of the Florida Keys. ASK is a non-profit organization with a mission to provide support and services to children and families affected by autism to improve their quality of life.
autismsocietyofthekeys@gmail.com http://www.autismsocietyofthekeys.com
Vocational Rehabilitation (VR) is a federal-state program that helps people who have physical or mental disabilities get or keep a job. VR is committed to helping people with disabilities find meaningful careers. Passage of the Workforce Innovation and Opportunity Act further supports VR efforts to prepare youth for success in the 21st century workforce through our Transition Youth Services. Click here to learn more about the STAR program.

Work Incentives Planning and Assistance (WIPA) Project for South Florida

WIPA projects can provide information and support to help make a successful transition to work and financial independence. WIPA can help you:

understand the rules of specific work incentives and how they apply to you/benefit analysis and advisement.

decide whether the Ticket to Work program is right for you.

understand the potential benefits of employment as a person who receives disability benefits from Social Security while dispelling the myths about working.

analyze how work and earnings may impact Supplemental Security Income (SSI), Social Security Disability Insurance (SSDI), health care, and other public benefits

understand the services provided by a state Vocational Rehabilitation (VR) agency or an Employment Network (EN), and how they might fit best with your needs

with problem solving and advocacy

with benefits support and planning/benefits management

with information and referral

Contact Lesly Quin, Project Director, 305-453-3491 llopez@cilofthekeys.org

# data[].attributes.attachment_link.title
Exceptional Student Education / Parent Resources and Information

# data[].attributes.attachment_link.description
Click here to access Monroe County School District ESE Resources for teachers and parents related to virtual instruction. The FDLRS December Parent Webinar is posted here . This resource provides programs designed to ensure that parents of children with the full range of disabilities have the training and information they need to prepare their children for not only school, but to be able to lead productive, independent lives to the fullest extent possible.

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Understanding Special Education - Understood.org

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Understanding Special Education - Understood.org

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At a glance

Special education refers to a range of services that help kids with disabilities learn.

It's not a "one size fits all" approach - special education is tailored to meet the needs of individual kids.

Kids who qualify for special education have an IEP.

Special education refers to a range of services that can be provided in different ways and in different settings. There's no "one size fits all" approach to special education. It's tailored to meet the needs of students with disabilities.

Special education focuses on helping kids with disabilities learn. But it doesn't mean placing kids in a special classroom all day long. In fact, federal law says that kids who get special education services should learn in the same classrooms as other kids as much as possible. This is known as the least restrictive environment (or LRE).

The services and supports for one student may be very different from those of another student. It's all about the individual child and giving them the resources they need to make progress in school.

For example, some students may spend most of the day in a general education classroom. Others may spend just an hour or two in a resource room working with a specialist. And others might need to attend a different school that specializes in teaching kids with learning disabilities.

Kids who qualify for special education have an Individualized Education Program (IEP). They get individualized teaching and other resources at no cost to their families. Specialists work with kids on strengths as well as challenges. And families are key members of the team that decides what kids need to thrive in school.

Dive deeper

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Special education refers to a range of services to help kids with disabilities learn and make progress in school. Explore this guide to special education basics.

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Disabilities - My Child's Special Needs - Parents - ED.gov

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Find information about disabilities, special education, and related services for children in school. Includes information on individualized education programs (IEPs), disability organizations, professional associations, laws, and early intervention services for infants and toddlers.

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Special Education Toolkit:  Resources from National PTA

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Special Education Toolkit:  Resources from National PTA

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Resources - Special Education Guide | National PTA

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Find an assortment of tools for families that assist special needs children. Locate special education services in your state, and find resources from national organizations.

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Center for Parent Information & Resources

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Center for Parent Information & Resources

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Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial. Motivational interviewing is a form of therapy that creates a safe, non-judgmental environment for teens to establish their own goals and values and see how changing unhealthy behaviors can benefit them in the long run.

This series of articles comes from the Child Mind Institute, with most available in English and Spanish. Why might teens be resistant to therapy and how can parents and others to help them get the treatment they need? The articles explain how motivational interviewing can help teens gain the self-confidence to make important behavioral changes. To read more about motivational interviewing, and to connect with the articles in both English and Spanish, please visit CPIR's abstract.

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Center for Parent Information and Resources | Your Central Hub for Parent Centers Serving Families of Children With Disabilities

# data[].attributes.attachment_link.description
Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial.

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Supporting Parents of Students w/Special Needs - Edutopia

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Supporting Parents of Students w/Special Needs - Edutopia

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There's often a rift in communication between educators and parents who suspect their kids have special needs. A parent describes the support that would have helped her initiate an assessment.

©Shutterstock/Africa Studio

Even as young children, we're able to identify a behavior that is not the norm for our peer group-the one kid in the class who seems a little more agitated than the rest, a little more loud and unruly. Across the room is a scared child. Another struggles with reading.

All of this may also be evident to a teacher, who can compare one child with his or her peers. But it may not be evident to the parent, who does not experience a whole classroom of children.

To the parent, a particular behavior may not seem beyond the norm. The first thing we parents observe is that our child is shy, or picky, or argumentative. We don't observe that behavior and diagnose our child as anxious, having a sensory disorder, or oppositionally defiant. We see behaviors that we seek to modify, not categorize.

A Gap in Experience and Understanding

This opens up a rift in experience, understanding, and communication between parents and educators. Education specialists may speak in professional jargon that parents don't always understand. An educator's perspective on how a student's behavior differs from that of his or her peers and on the demonstration of behaviors can be helpful to parents.

Parents are most often not mental-health experts, but they are experts in knowing their children. When they feel that something isn't right, there's reason to investigate. But most parents who have shared their experiences with me about asking for help for their children have not received it initially. Pediatricians may tell parents to be better disciplinarians. Teachers may say, "He doesn't qualify for services."

Many disabilities-most learning disabilities, most mental health disabilities, and many physical health disabilities-are hidden. A hidden disability is by its nature difficult to observe. Only someone trained in psychological assessment, using prescribed evaluation methods, can determine such a disability-educators generally don't have this qualification.

State departments of education have standards for assessing and evaluating a child for special education services, yet being denied this assessment and evaluation is quite common. A discussion between the parent and teacher or principal may result in an evaluation, but parents are often forced to make repeated requests to push the issue. Parents may also not understand that requests for evaluation must be in writing.

Parents new to the individualized education program (IEP) process are then confused and angry. Worse yet, some parents accept the initial denial, and then the child does not receive an evaluation.

These problems generally occur because educators lack knowledge. In preparing general education teachers, most education programs don't require a class on children with exceptional needs (gifted, special education etc.). States have tests and other assessments to evaluate the knowledge of an education program graduate, but even so, a teacher may not be able to recognize special needs or have knowledge about state regulations.

Parents look to teachers and principals to be experts. Not knowing what to do when a school declines to evaluate a child is a common dilemma for parents of children who are struggling. Advocacy groups may help, but a parent would need to understand that external help is available before they would seek it out. Many parents don't understand the obligation of the school to evaluate their child, and they may not know how to push through a request for evaluation when facing resistance.

Directing Parents to Organizations That Can Help

It would be helpful if school staff referred parents to the appropriate state advocacy organization listed by the Center for Parent Information and Resources. This would steer parents toward a group that could help them to find answers.

In Kansas, our parent group, Families Together, answers questions, holds informational and training sessions for parents and education advocates, and shares documents to inform parents. No one in the school environment let my family know that this group existed, and it took us several years to find it. During that time, we felt isolated and confused. If only a teacher, principal, or district staff member had shared this information.

Hopefully a parent can initiate an assessment and evaluation. He or she will then be accosted with a host of acronyms and other special terms such as IDEA, IEP, BIP, and 504.

My personal experience has been that at no time were the evaluation process or special terms like IDEA, IEP, or 504 explained to me, and I have yet to encounter a parent for whom this did occur. The process of getting help for a struggling child is bureaucratic and complicated, and for the most part educators don't mentor parents through it.

If they haven't located an education advocacy group for assistance, parents usually lack the understanding needed to represent their children well through this process. Following an assessment and evaluation of a child, which requires special services to support that child's education, the next step should be educating the parents about this process. Even a district FAQ website would be helpful. Parents should be part of their child's education team, yet how can one contribute without a good understanding of the framework for special education services and an understanding of how accommodations can be implemented to help a child succeed?

Some educators and schools are amazing. But as a college professor and a parent of a child with an IEP, I have met students who have not been supported through the K-12 years or who received only minimal support to get them through the system. We can do better, starting from the first time a parent approaches a teacher and says, "I'm worried that Olivia seems to be struggling."

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Supporting Parents of Students With Special Needs

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There's often a rift in communication between educators and parents who suspect their kids have special needs. A parent describes the support that would have helped her initiate an assessment.

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Parents or caregivers may notice academic problems or other signs of a learning disability in their child and not know where to start. Often this "invisible disability" does not become obvious until a child reaches school age. Even then, difficulties may be subtle and hard to recognize.

Here you will find a wealth of information on understanding learning disabilities, negotiating the special education process, and helping your child and yourself.

Featured Articles & Resources

Specific Learning Disabilities

Related Disorders

Support for Parents

ADD/ADHD

ADHD often begins in childhood and can persist into adulthood. It may contribute to low self-esteem, troubled relationships, and difficulty at school or work.
Symptoms include limited attention and hyperactivity.

Homework Handouts for Parents

Mental Health

Post Secondary Options

Pre-K thru High School

Professional Resources

Special Education Services

Teaching Reading

The LDA Podcast

Your Voice in Washington

Guides & Booklets

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Parents or caregivers may notice academic problems or other signs of a learning disability in their child and not know where to start. Often this "invisible disability" does not become obvious until a child reaches school age. Even then, difficulties may be subtle and hard to recognize.

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 50 Great WEbsites for Parents of Children with Special Needs

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 50 Great WEbsites for Parents of Children with Special Needs

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Masters in Special Education Degree Program Guide |

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The following are 50 Great Websites for Parents of Children with Special Needs. This list of resources is great for parents of children with special needs. The list contains links for associations, councils, centers, and societies. It also has links for conferences, financial aid and internships, and helpful websites, articles, and research. Blogs and Facebook pages are also on the list.
Image Source
Associations, Councils, Centers, and Societies

Autism Society: Since 1965, the Autism Society has been providing information for individuals on the spectrum, family members, and professionals.
Council for Exceptional Children: The Council for Exceptional Children provides information and resources about Special Education.
Easter Seals: For almost 100 years, Easter Seals has been providing services to those with special needs and disabilities.
Family Voices: Children and youth with special health care needs can benefit from Family Voices.
Federation for Children with Special Needs: The focus of the Federation for Children with Special Needs is on the parents and providing support for them, which in turn benefits the child with special needs.
Family Hope Center: When children or adults have special needs, the Family Hope Center provides support to the entire family.
Family Resource Center on Disabilities: Training, assistance, and information are given to parents of children with disabilities by the Family Resource Center on Disabilities.
National Association of Parents with Children in Special Education (NAPCSE): Parents of Special Education students can learn how to be their child's best advocate.
National Council on Independent Living: NCIL promotes social change and strives to do away with disability driven discrimination.
National Center for Learning Disabilities: Children and adults with learning disabilities will benefit from the information and resources available from the National Center for Learning Disabilities.
National Collaborative on Workforce and Disability: NCWD for Youth provides strategies and development systems for youth with disabilities to join the workforce.
National Down Syndrome Society: The ndss supports people with Down Syndrome by providing resources such as wellness, education, and research.
Pacer Center: The Parent Advocacy Coalition for Educational Rights utilizes the idea of parents helping parents and provides support and resources for children and youth with disabilities and their families.
Parent to Parent USA: Parent to Parent USA offers support to parents of children with special needs.
United Spinal Association: The United Spinal Association offers support, advice, and resources for those with spinal cord injuries.

Conferences

Closing the Gap Conference: The 32nd annual Closing the Gap Conference will take place in Minneapolis, Minnesota.
COPAA Council of Parent Attorneys and Advocates: The 17th annual COPAA Conference will take place in March of 2015 in San Diego California.
Disability Rights Education and Defense Fund: DREDF provides Special Education conferences in Northern California.
EPICS: The Native American Conference on Special Education has a conference in Albuquerque, New Mexico in March of 2015.
Professional Education Resources & Conference Services: PERCS will have its 18th annual Great Beginnings Conference in Worcester, Massachusetts.

Financial Aid and Internships

National Center for Learning Disabilities: The Anne Ford and Allegra Ford Thomas Scholarships are given to two graduating high school seniors who have been diagnosed with a learning disability to use for post-secondary education.
Possibilities: This is a financial resource for parents of children with disabilities.
Project 10: This site provides information about scholarships, grants, and financial resources that are helpful to those with disabilities.

Helpful Websites, Articles and Research

Answers 4 Families: Families and professionals can find information and support from the Nebraska Department of Health and Human Services' Answers 4 Families.
Center for Parent Information and Resources: A training module for screening, evaluation, and assessment procedures for early intervention can be found here to help parents of babies and toddlers.
Center for Parent Information and Resources: 10 Basic Steps in Special Education explains the process special education services for a child.
Closing the Gap: Closing the Gap helps people learn how to utilize assistive technology to change lives.
Disabled Sports USA: Disables Sports USA provides recreation and sports opportunities to disabled youth, adults, and wounded warriors.
The M.O.R.G.A.N. Project: Children with health care needs and their families benefit from the volunteers in the M.O.R.G.A.N. Project provides support and promotes awareness.
National Center for Learning Disabilities: The National Center for Learning Disabilities answers frequently asked questions (FAQ) on this page of resources.
Office of Disability Employment Policy: The United States Department of Labor offers many different disability employment policy resources that are categorized by topic.
Parent Training Information: Education topics and laws are presented on this site along with local information for those who live in Massachusetts.
Reading Rockets: Back-to-School Tips for Parents of Children with Special Needs is a great article to get the school year off to a good start.
U.S. Department of Education: The U.S. Department of Education provides many resources and research for parents of children with special needs.

Teaching Tips

Ability Path: Ability Path and Temple Grandin offer teaching tips for children and adults with autism spectrum disorder.
Autism Web: Autism Web gives parents and teachers tips for autism.
Help Guide: Help Guide offers advice for helping children with learning disabilities at home and at school.
LD Online: LD Online helps parents build a relationship with their child's teacher.

Children's Books

Children's Disabilities Information: The website provides a list of children's books that are about special needs and disabilities.
Explaining Special Needs to Your Child: 15 Great Children's Books: Special Needs Resources lists 15 great children's books that help explain special needs to children.
Institute for Humane Education: Characters with special needs take center stage in these children's books.

Blogs

Autism and Oughtisms: The mom of 2 autistic boys is the author of this inspirational and informative blog about autism.
Love that Max: A magazine editor mom of a special needs child writes this inspirational blog about parenting a special needs child.
My Special Needs Network: Learning solutions for kids with special needs can be found on this blog.
The Life Unexpected: Marianne Russo gives advice and information through The Life Unexpected and also through The Coffee Klatch Special Needs Talk Radio Network.
The Shut-Down Learner: Dr. Richard Selznick offers information and practical advice to parents of special needs children.

Facebook Pages

Community of Practice for Supporting Families with Disabilities: The Community of Practice for Supporting Families with Disabilities is a place to share resources and knowledge and to discuss issues.
Federation for Children with Special Needs: To benefit those with special needs or disabilities, Federation for Children with Special Needs provides support and inspiration.
Parenting Special Needs Magazine: This Facebook page gives inspiration and support to those with special needs and their families.
Parents of Special Needs Children: Family members of special needs children can find support and information on the page.

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50 Great Websites for Parents of Children with Special Needs

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The following are 50 Great Websites for Parents of Children with Special Needs. This list of resources is great for parents of children with special needs. The list contains links for associations, councils, centers, and societies. It also has links for conferences, financial aid and internships, and helpful websites, articles, and research.

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FDLRS Child Find, in coordination with the school districts, locates children who are potentially eligible for services under the Individuals with Disabilities Education Act (IDEA) and links them with needed services.

Child Find services help to promote general public awareness of programs and services available for young children who have or are at risk of developing disabilities. Service coordination for diagnostic screening, placement, training, and support is also provided.

Sampling of Services Offered by Child Find:

Child Find Awareness/Outreach

Child Find Service Coordination

CHRIS Database

Developmentally Appropriate Practices

Early Childhood Developmental Screenings, Coordination, and Resources

Early Childhood Development

Early Learning Coalitions

Interagency Collaboration

Part C to B Transition Facilitation, Resources, Professional Development, Technical Assistance

Pre-K ESE Coordination and Meeting/Support

Support BDI Implementation

Technical Assistance

Child Find Contacts

Dr. Tracy Umpenhour
Coordinator
Phone: (386) 312-2265
Email: umpenhourt@nefec.org

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FDLRS Child Find, in coordination with the school districts, locates children who are potentially eligible for services under the Individuals with Disabilities Education Act (IDEA) and links them with needed services. Child Find services help to promote general public awareness of programs and services available for young children who have or are at risk of developing disabilities.

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FDLRS Parent & Family Services Specialists provide information, training, and support to districts and families to promote effective parent participation in the education of children with disabilities or exceptionalities.

FDLRS Parent & Family Services assists in the development of family-friendly programs, training, and support for services for children with disabilities, and the support of partnerships between schools and parents to support student achievement.

For more information on FDLRS Parent & Family Services in your area, contact your local FDLRS Associate Center.

Sampling of Services Offered by FDLRS Parent & Family Services Specialist

Professional Learning

Academic Supports

Accommodations Overview

Assistive Technology Tools

Behavior Management for the Home

Educational Surrogate

ESE 101

Facilitated IEP

Family Involvement in Education

IEP Process

Service Delivery

Coordination and Support for Local Family Conferences and Events

Disability Resources

Educational Supports

FDLRS Parent & Family Services Contacts

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Children's books in ASL

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CID Quick Tips:  How to Conduct the Ling Sound Test

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Guidelines for Students who are D/HH and Online Learning 

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Guidelines for Students who are D/HH and Online Learning 

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Ideas for Helping Students with Multiple Disabilities Including Deafblindness Wear Masks and Face Coverings

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Ideas for Helping Students with Multiple Disabilities Including Deafblindness Wear Masks and Face Coverings

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Ideas for Helping Students with Multiple Disabilities Including Deafblindness Wear Masks and Face Coverings.

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For PDF list click here. Create an experience book about wearing a mask. Practice wearing the mask for short amounts of time. Participate in highly preferred activities while wearing a mask. Crea...

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.
Watch the video to learn how sharing works.

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.

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National Library of Virtual Math Manipulatives

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National Library of Virtual Manipulatives

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A digital library containing Java applets and activities for K-12 mathematics

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January 18th is celebrated as Thesaurus Day to honor the birthday of the author of the first thesaurus, Peter Mark Roget. Get into the spirit by reading our two-part interview with Roget biographer Joshua Kendall here and here. Also check out an ode to the thesaurus penned by Franklin P. Adams here and Johnny Carson's hilarious "Funeral for a Thesaurus Editor" sketch here.

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Thinkmap Visual Thesaurus - An online thesaurus and dictionary of over 145,000 words that you explore using an interactive map.

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An online thesaurus and dictionary of over 145,000 words that you explore using an interactive map. It's a tool for people who think visually. The most fun you've ever had with words. The Visual Thesaurus was built using Thinkmap, a data visualization technology.

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Desmos offers best-in-class calculators, digital math activities, and curriculum to help every student love math and love learning math.

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QA International launched , a new valuable resource to learn Spanish. Includes 17 all-around themes to explore, including the human body, sciences and food. MORE

From the image to the word and its definition, the Visual Dictionary Online is an all-in-one reference. Search the themes to quickly locate words, or find the meaning of a word by viewing the image it represents. What's more, the Visual Dictionary Online helps you learn English in a visual and accessible way. The Visual Dictionary Online is ideal for teachers, parents, translators and students of all skill levels. Explore the Visual Dictionary Online and enrich your mind. Perfect for home, school or work. Discover a visual world of information!

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QA International launched , a new valuable resource to learn Spanish. Includes 17 all-around themes to explore, including the human body, sciences and food. MORE From the image to the word and its definition, the Visual Dictionary Online is an all-in-one reference.

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Search an online dictionary written specifically for young students. Kid-friendly meanings from the reference experts at Merriam-Webster help students build and master vocabulary.

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Find Definitions Written for Kids | Merriam-Webster Student Dictionary

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Kid-friendly meanings from the reference experts at Merriam-Webster help students build and master vocabulary.

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How to Use Microsoft Immersive Reader to make Office 365 Accessible

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Browse emojis by name, category, and platform with emojipedia.com

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Pre-K in the Keys

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CerebralPalsy.org

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Most children make it through the awkward transitions from elementary to middle to high school without emotional scarring. It's simply a part of growing up. But, for children with disabilities, making those same transitions is not as easy as being dropped off at a different bus stop. Learn more about the various major school transitions.
Early intervention is the beginning to school transitions

Because of their unique situations, children with disabilities require special planning that will guide them through the educational system and into adulthood. The government has mandated programs starting at birth that can prevent educational and developmental setbacks as they make the five transitions through school.

In the mid-1980's, the federal government announced its "transition initiative" that was followed by laws that provide guidance to children from birth through adulthood.

The most significant mandate came in 1990 with the passage of the Individuals with Disabilities Education Act. It requires, in part, timely planning and implementation of transition services beginning at age 14 and updated annually through secondary school and into adulthood.

Early Intervention
(Birth to 2 years old)

However, the government also recognizes that transition assistance might be necessary long before a child with disabilities makes that first move into daycare or preschool. The reason is that babies typically develop basic skills in the first three years of life such as:

Physical - Reaching, rolling, crawling and walking

Cognitive - Thinking, learning and solving problems

Communication - Talking, listening and understanding

Social/Emotional - Playing, feeling secure and happy

Self-Help - Eating and dressing

Each state is required by law to seek out and evaluate all children with disabilities from birth to age 21. The goal is to determine how to help them prepare for school and beyond, then create a map to guide them. Family support and involvement are stressed during this process.

Don't wait for a knock on the front door.

Keeping in mind that babies don't develop at the same rate, parents with serious concerns about delays such as crawling, walking, reaching and eating should take immediate action. Some symptoms can be signs of disabilities that will require therapy, special education, even surgery.

Specialists agree that the sooner the symptoms are treated, the better the chances for the child to be prepared for the challenges ahead.

Child Find is the government-supported program that can help make the determination. While it utilizes school records, statistical data, hospital information and referrals to find children with disabilities, it can't find everybody.

All states have a Child Find agency. Parents can request the assessment, or ask their child's pediatrician for a referral. Area hospitals and state agencies should also have contact information for Child Find.

Individualized Family Service Plan

It takes 45 days for Child Find to conduct an assessment. Once the child is deemed eligible, the Child Find team will help create an Individualized Family Service Plan, or IFSP, that details the disabilities and lists the services that will be needed to address them. The family must approve the details that start with building a team of experts and parents as major contributors. Other participants may include medical providers, therapists, child development specialists and social workers.

Among the information included in the IFSP:

Child's present physical cognitive, communications, social/emotional and adaptive development levels and needs

Available resources, priorities and concerns of parents

Major result expected

Special education services the child may receive -
List

Where and how often the services will be provided

Who will pay for the services (Costs are generally determined on a sliding scale)?

The name of the service coordinator who will oversee the process

Steps that will be taken to support the transition to the next phase

Early Head Start (Birth to 2) and Head Start (3 to 5)

Head Start is a federally-funded resource for parents with children from birth to 5 years old who have disabilities.

The mission of Head Start is to enhance cognitive, social and emotional needs during the critical development stages. Parental participation is encouraged during the process that supports language and literacy, cognition and general knowledge, physical development and health, social and emotional development and approaches to learning.

Head Start was initially designed for low-come families, however, children with disabilities are welcome and included in all activities, which means children with disabilities play and learn in the same environment as children without disabilities. Resources are also available to address physical, developmental and behavioral symptoms.

At Head Start, parents, teachers and specialists all work together to develop a unique program for each child- both in the classroom and at home. Statistics show that children with disabilities make up more than 10% of Head Start's total enrollment.

In support of high-quality preschool for every child, President Barack Obama in February 2013 proposed a new federal-state partnership to develop effective resources to help close America's school readiness gap and prepare children for kindergarten. President Obama said he would call for a significant investment to be made in the Early Head Start program in order to reach all children from birth through age 3.

Early Childhood Intervention
(3 to 5 years old)

Typically, six months before a child's third birthday, the IFSP team should begin planning to make sure that services are not interrupted until the child starts preschool. Called Early Childhood Intervention, this step helps the team decide whether to stay on course with the IFSP plan or write and Individual Education Plan, a legal document that guarantees the student access to special education programs.

Nursery school programs, pre-school and pre-kindergarten educators should be involved as the focus turns toward preparing the child for the education system. Parents remain vital to the creation and implementation of the IEP, which will be overseen throughout the child's elementary and secondary school years.

The focus at this stage is to promote development and learning, provide support to families, coordinate services and decrease the need for costly special education services down the line.

Kindergarten to Secondary Education
(6 to 16 years old)

If the IEP is already in place, a child will have an edge when entering kindergarten and beyond.

The IEP will be updated and adapted annually to meet the child's changing needs. (It can be created at any time throughout the child's journey through public education.)

It will include, for starters, adapted lesson plans, one-on-one support, mainstreamed classroom involvement, or a combination of all. The purpose of the IDEA is to make sure that children with disabilities have the same access to the same general education as their peers in the least restrictive environment.

Parents can smooth the transition by meeting with the both general education and special education teachers before the start of school to discuss their methods of teaching a child that has physical impairments and find out about available services.

Some schools discourage parents of children with disabilities from involvement once the child reaches first or second grade. Parents need to know that it's their right and responsibility to be an equal partner throughout the IEP process.

Up to age 14, the transition plan focuses on service needs in relationship to course of study. It includes goals and objectives with timelines for each, areas of educational training and focus and measures to show progress.

Transition Planning for Adulthood
(14 to 16 years old)

When the student turns 14 (16 at the latest), he or she will become directly involved in the transition planning for services necessary to move onto a post-secondary education, employment, adult services, independent living and community participation.

A comprehensive statement will be created must be comprehensive, individualized and address the personal needs, preferences and interests of the student. The IEP will continue to follow the plan and make any changes necessary to accommodate the student's needs and desires. The purpose is to create a bridge that leads the student into the adult world.

At age 17, the student must be informed in writing that, upon turning 18 he or she will have the right to make IEP decisions, unless a parent has obtained guardianship.

Transition into Secondary Education
(16 to 21 years of age)

When a child turns 18 years old, or graduates from high school (by age 21), the IEP ends. Ideally, children with disabilities should have a comprehensive plan in place to help them make a smooth transition into adulthood.

That said, they may be eligible as part of the Rehabilitation Act of 1973 to enroll in training and secondary education opportunities. The Rehabilitation Act of 1973, which, in part, prohibits discrimination against college tuition funding for people with disabilities.

Depending on individual circumstances, students with disabilities may qualify for course accommodations such as taped textbooks, oral testing, a note taker and priority seating. In addition, they may receive extended time for testing.

It is the student's responsibility to inform college officials of his or her disability and request accommodations.

The federal government provides a comprehensive list of programs and protections for adults with disabilities, including benefits, civil rights protections, community living standards, education opportunities, employment options, health care, housing and transportation.

Learn more at disability.gov. Also, check with local organizations, churches and nonprofits that provide assistance and support to individuals with disabilities.

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Most children make it through the awkward transitions from elementary to middle to high school without emotional scarring. It's simply a part of growing up. But, for children with disabilities, making those same transitions is not as easy as being dropped off at a different bus stop.

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Transition  Summary - National Information Center for Children and Youth with Disabilities

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Transition  Summary - National Information Center for Children and Youth with Disabilities

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The Family Cafe - The Family Cafe Website

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The Annual Family Cafe is the place to get your product, resource, or service in front of thousands of Floridians with disabilities and their families. Each June the event brings people from all across Florida and beyond together to connect them with solutions and resources to help improve their daily lives.

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Institute of Education Sciences - National Center for Special Education Research

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Institute of Education Sciences - National Center for Special Education Research

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educational improvement; excellence in education; educational research; national center for education research; national center for special education research; the post-high school outcomes of young adults with disabilities up to 6 years after high school: key findings from the national longitudinal transition study-2 (nlts2)

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The Post-High School Outcomes of Young Adults With Disabilities up to 6 Years After High School: Key Findings From the National Longitudinal Transition Study-2 (NLTS2)

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The Post-High School Outcomes of Young Adults With Disabilities up to 6 Years After High School: Key Findings From the National Longitudinal Transition Study-2 (NLTS2)

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The transition from high school to young adulthood is a critical stage for all teenagers; for students with learning disabilities (LD), this stage requires extra planning and goal setting. Factors to consider include post-secondary education, the development of career and vocational skills, as well as the ability to live independently. The first step in planning for a successful transition is developing the student's transition plan. A transition plan is required for students enrolled in special education who have an Individualized Education Program (IEP). In this article, we will define and describe transition planningand how it can be utilized to maximize your teenager's future success.

What is a Transition Plan?

A transition plan is the section of the Individualized Education Program (IEP) that outlines transition goals and services for the student. The transition plan is based on a high school student's individual needs, strengths, skills, and interests. Transition planning is used to identify and develop goals which need to be accomplished during the current school year to assist the student in meeting his post-high school goals.

When Should Transition Planning Begin?

The Individuals with Disabilities Education Act (IDEA 04) requires that in the first IEP that will be in effect when the student turns 16 years of age, his annual IEP must include a discussion about transition service needs (some states may mandate that the process start even earlier). A statement of those needs, based upon his transition assessment and future goals, must then be written into his IEP. IDEA 04 mandates that the annual IEP meeting focus on more specific planning and goal setting for the necessary transition services. Factors to be included are: academic preparation, community experience, development of vocational and independent living objectives, and, if applicable, a functional vocational evaluation. The agreed upon plans must then be documented in the student's IEP. The law also requires that a statement of the student's transition goals and services be included in the transition plan. Schools must report to parents on the student's progress toward meeting his transition goals.

The IEP team may begin discussing transition services with the student before he turns 16, if they see fit. If the IEP team hasn't begun to focus on transition planning by the time your child turns 16, it is important for you, as the parent, to initiate that process.

Why is Transition Planning Important?

It isn't enough to simply be aware that teenagers need guidance to transition successfully from high school to the next phase of young adulthood; concrete action steps must be taken to guide and prepare teens for college and/or a career, and for independent living. Without this guidance, students with learning disabilities often fail or flounder in high school and beyond. Consider these sobering statistics:

Over 30% of children with learning disabilities drop out of high school. (Source: 28th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2006)

Only 13% of students with learning disabilities (compared to 53% of students in the general population) have attended a 4-year post-secondary school program within two years of leaving high school. (Source: National Longitudinal Transition Study, 1994)

Transition services, provided by knowledgeable educators and community resources, can be tailored to a student's goals and strengths and provide him with options and plans for his future. Transition services offer students with learning disabilities hope for the future.

What Transition Services Are Available for a High School Student with Learning Disabilities (LD) and an IEP?

At the high school level, transition services for students who have LD and an IEP are available through their special education programs and general education programs. Special education staff provides assistance with counseling, identifying vocational interests, educational and vocational planning, goal setting, pre-vocational skills training, academic support, and linkages to specific programs and services.

Other transition-related services that are available to all high school students include guidance counseling, career center services, work experience education, academy programs, and career education vocational courses. Check with your child's special education teacher and/or your school district's office of student personnel services to see which specific programs are offered.

Who Should Participate in IEP Meetings where Transition Planning is Discussed?

All transition planning meetings should include the student, family members, teachers, and other school staff. According to IDEA, anyone else involved in the student's transition plan must also be invited. This might include representatives from school-to-work transition programs, local social service agencies, counseling programs, medical care providers, and advocates.

Parents are key players in the transition planning process. You know your child better than anyone else and can share plans and ideas you and your child have discussed concerning his future. You can help by contributing information about your child's life and experiences outside of school. It's important to include your teenager in these discussions and encourage him to advocate for his own needs and wishes.

What is the Role of a High School Student in Transition Planning?

A student needs to begin thinking about what he wants to do as an adult before his first transition planning meeting takes place. This is his chance to take an active role in planning his education and make school relevant to his future. This is the time for the student to propose dreams and set goals for reaching them. It is an avenue to prove what he can accomplish, to identify things he enjoys and feels competent doing, and to set himself on a path of his choosing. At the same time, he should be realistic about how he'll need to accommodate for his learning difficulties while pursuing his education and vocation. In general, the transition plan can emphasize a student's abilities rather than his areas of difficulty.

Some steps a high school student can take to prepare for the transiton planning process include:

Using his school's career center to identify his interests and find out what education and training are required.

Completing interest inventories to identify his interests, skills, abilities, and aptitudes as they relate to employment.

Doing volunteer work or entry-level jobs in his field(s) of interest.

Observing and interviewing adults who perform the type of work that interests him.

Visiting training institutes and colleges to learn about entrance requirements; this will help your teenager choose the necessary classes in high school. For example, students interested in forestry need to take science; engineers need advanced math courses; actors need drama courses, and graphic artists need art as well as computer design classes.

Transition Planning Activities at Home and in the Community

Many transition planning activities and objectives are carried out at school. However, unlike traditional IEP objectives, many objectives stated in the transition plan take place outside of school - at home and in the community. These activities may include:

At Home:

Giving your teen chores and responsibilities will encourage his independence and responsibility. As you do this, think ahead to the skills he'll need as an independent adult. For example:

He should open his own checking or savings account(s) and learn how to manage his money.

When he's learning to drive and studying to pass his driver's license test, he should also learn about automobile insurance and routine vehicle maintenance.

It's never too early to teach your child self-advocacy skills; these skills will continue to help him move toward independent adulthood.

In the Community:

Look within your own community for opportunities to expose your teenager to future possibilities. Consider:

Taking your teenager to work.

Networking with friends and relatives about their jobs. Consider having your child take a workplace tour and conduct informational interviews.

Researching and visiting local colleges and training schools your teenager is interested in attending.

What Community Resources are Available to Help Students in the Transition Process?

Most communities have a variety of resources to assist students with the transition process. For job listings, youth may contact their local youth employment program, summer jobs for youth program, and WorkAbility and/or Transition Partnership programs (TPP) at their school. Local vocational centers offer training in hundreds of occupations. These centers include Regional Occupational Program (ROP), Job Corps, state Conservation Corps (CCC), adult education programs, and community colleges.

Final Documentation: Your Child's Summary of Performance

IDEA 04 requires schools to provide a "Summary of Performance" to a student who will no longer be eligible for special education services because he is graduating from high school with a regular diploma or because he exceeds the age for services in his state. The Summary of Performance must include information on the student's academic achievement and functional performance; it must also recommend ways to help the student meet his postsecondary goals. The information provided in the summary should be adequate to satisfy the disability documentation required under federal laws such as the Americans with Disabilities Act (ADA) and Section 504 - which apply to both postsecondary education and adult employment.

Be sure you, as the parent, obtain and keep a copy of your child's Summary of Performance. This will ensure the document is not lost should your teenager misplace or discard his copy.

Preparing for Future Success

Noted psychologist and author Bob Brooks points out, "It is not unusual to find that some individuals with learning problems first begin to experience success after they leave school, at which time they engage in activities that are more in keeping with their interest and strengths." Developing and utilizing a transition plan in high school can help your teenager with LD pave the way to a more successful and fulfilling future.

Understood.org is a comprehensive resource for parents of kids with learning and attention issues. Explore their conversation starters to help kids self-advocate.
Updated January 2010 Updated: December 19, 2016

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Transition planning for students with IEPs | Parenting

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The transition from high school to young adulthood is a critical stage for all teenagers; for students with learning disabilities (LD), this stage requires extra planning and goal setting. Factors to consider include post-secondary education, the development of career and vocational skills, as well as the ability to live independently.

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School and Education Resources

Accommodations and Modifications (English-PDF)
This document is designed to assist students, their parents, school districts and state agencies in addressing accommodations and modifications needed to remove barriers hindering the student's successful adult living and employment.
A Parent's Introduction to Exceptional Student Education in Florida (English-PDF) Dept. of Education, Bureau of Exceptional Education Student Services (BEESS)
Department of Juvenile Justice (DJJ)
The following documents provide instructions for staff in DJJ Residential Facilities on how to make student referrals to VR. This referral process is a collaborative effort between DJJ and VR to connect students in residential programs with Pre-Employment Transition Services and ensure continuity of VR services after their release.

DJJ Process for Referrals to VR
What to Expect - Working with Youth in DJJ Residential Faciltiies
Florida Diagnostic and Learning Resources System New Graduation and Secondary Transition Requirements – What Parents Need to Know (English-PDF) State University System of Florida – Services for Students with Disabilities
General Transition Resources
Center for Autism and Related Disabilities (CARD) Florida Inclusion Network
Foster Care Youth in Transition (English-PDF)
This guide explains where, why, when, and how to make the most of the services offered for a successful transition from youth to adulthood for young people with disabilities.

Career Resources

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Accommodations and Modifications (English-PDF) This document is designed to assist students, their parents, school districts and state agencies in addressing accommodations and modifications needed to remove barriers hindering the student's successful adult living and employment. A Parent's Introduction to Exceptional Student Education in Florida (English-PDF) Dept.

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Publications - Council for Exceptional Children

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CEC, in partnership with the CEC Division on Autism and Developmental Disabilities (DADD), published a four-book set titled Educating Students With Intellectual Disability and Autism Disorder. The set is a comprehensive resource, providing educators with the most up-to-date information on what works in real classrooms with real students. The books in the series describe day-to-day strategies and practices based on ...

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Transition - Publications - Council for Exceptional Children

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CEC, in partnership with the CEC Division on Autism and Developmental Disabilities (DADD), published a four-book set titled Educating Students With Intellectual Disability and Autism Disorder. The set is a comprehensive resource, providing educators with the most up-to-date information on what works in real classrooms with real students.

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Helpful Online Transition Resources

Resources for Teachers and Families
Project 10 has developed this webpage as a way to provide a collection of resources that support teachers and families to address the educational needs of students with disabilities while learning from home. New resources will be added on an on-going basis.

Helpful Online Transition-Related Resources
Project 10 developed this list of resources to support teachers and transition stakeholders who are teaching and providing transition services to students with disabilities through distance learning methods. The core of the document is focused on five separate courses, including the following: Self-Determination, Transition Planning, Career Preparation, Career Experience and Preparation for Adult Living. The course requirements for students are described in four tables and include curriculum, instruction, lesson plans and video resources to support instructional development.

Center for Autism and Related Disablities, Secondary Transition Resources
The resources on this webpage address the needs of students with autism spectrum disorder (ASD) who are transition age.

Florida Department of Education (FDOE): Free Resources for Families and Teachers
This list of free resources, offered by state and federal agencies, private companies and non-profit organizations to help school districts, colleges, educators and families ensure continuity of learning during this time.

FDOE, Bureau of Exceptional Education and Student Services (BEESS) COVID-19 Updates, 3/24/20
This resource provides updates about the continuation of the wide range of services that are supplied to students with disabilities.

Florida Department of Education (FDOE) Q&A Guidance, 3/19/20
This guidance from the FDOE provides valuable guidance to school districts during COVID-19 school closures.

Florida Diagnostic & Learning Resources System (FDLRS) North East Florida Educational Consortium (NEFEC) Padlets
Find a collection of relevant resources for virtual teaching/home schooling on this webpage.

FDLRS Virtual Webinars Recordings and Resources
Identify and watch recorded FDLRS webinars on this webpage.

Florida Division of Blind Services (DBS)
DBS helps blind and visually impaired individuals achieve their goals and live their lives with as much independence and self-direction as possible. Complete an application online to access services.

Florida Virtual School (FLVS) Online Learning Community
FLVS provides a wide range of resources to educators and families supporting online learning for students.

Project 10, COVID-19 Distance Learning Resources
Project 10 has developed a webpage that is dedicated to providing a collection of resources that support teachers and families to address the educational needs of students with disabilities while learning from home. New resources will be added on an on-going basis.

Project 10, Training through Zoom and Technical Assistance (TA) through Zoom or by Phone
Project 10 staff are available to assist you with your transition needs as you attempt to serve students with disabilities in the COVID-19 climate.

Resource Materials and Technology Center for the Deaf/Hard of Hearing (RMTC-D/HH)
RMTC-D/HH plans and works collaboratively with school districts statewide and other discretionary projects to ensure accessibility and pedagogical needs of all students with sensory loss are met through the creation and dissemination of resources, materials, and information regarding effective practices, programs, and services.

Association of People Supporting Employment First (APSE), Strategies for Providing Remote Employment Supports (recorded webinar)
This webinar gives guidance about how job coaches can use virtual technology to support their clients.

CareerOneStop - Careers Video Collection
This video collection is organized by 16 career clusters. The videos assist individuals to learn about the work setting, work tasks and education needed for employment.

Council for Exceptional Children (CEC), Teaching Special Education Online During COVID-19
In this webinar, veteran online instructors help identify steps to move online and strategies for adapting the lessons already in motion to this new format.

CEC, Resources for Teaching Remotely
This webpage supports exceptional student education (ESE) professionals and the ongoing efforts to apply good teaching practices remotely.

National Technical Assistance Center on Transition (NTACT), Transition Resources during COVID-19 Outbreak
This webpage hosts resources from the U.S. Department of Education and other relevant federal agencies. NTACT, Providing Transition-Focused Activities Online and at Home (recorded webinar) This webinar provides families and professionals with tips and resources to support the continued learning and skill development of transition age students during the COVID-9 restrictions.

Texas Sensory Support Network - Virtual Activities for Teachers and Families COVID-19
This comprehensive webpage has a menu of tabs that link to a variety of resources for use by teachers and families.

U.S. Department of Education, Office for Civil Rights, Fact Sheet: Addressing the Risk of COVID-19 in Schools While Protecting the Civil Rights of Students
This document reminds school officials about the need to protect students during the COVID-19 outbreak, and emphasizes the obligation for schools to avoid discrimination based on disability.

U.S. Department of Education (USDOE), Questions and Answers on Providing Services to Children with Disabilities during the Coronavirus Disease 2019 Outbreak
Through a question and answer format, the USDOE provides guidance to states on their responsibilities to children and students with disabilities.

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COVID-19 Distance Learning Resources | Project10

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Helpful Online Transition Resources Resources for Teachers and Families Project 10 has developed this webpage as a way to provide a collection of resources that support teachers and families to address the educational needs of students with disabilities while learning from home. New resources will be added on an on-going basis.

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Learning Disabilities Association of America

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Learning Disabilities Association of America

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Learning Disabilities Association of America

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What is transition planning?

Transition planning is a process mandated by the Individuals with Disabilities Education Act (IDEA 2004) for all students who have an Individualized Education Program (IEP) in K-12 education. The purpose is to facilitate the student's move from school to post-school activities.

The transition planning must:

start before the student turns 16;

be individualized;

be based on the student's strengths, preferences, and interests; and

include opportunities to develop functional skills for work and community life.

Who develops the transition plan?

The IEP team;

The student;

Parents;

Optional-employers, college representatives, student advocates

What is the transition team's job?

Identify the student's vision for his/her life beyond high school;

Discuss what the student is currently capable of doing in both academic and functional areas;

Identify age-appropriate, measurable goals;

Establish services designed to build on strengths and identify needed accommodations;

Define each transition activity on the IEP regarding who is responsible for the activity and when each activity will begin and end.

How can students best prepare for transition planning?

The school should teach the student:

The purpose and benefits of an IEP;

The procedures of an IEP meeting, including who is there and why;

The purpose of the transition planning part of the IEP meeting;

The importance of the student's input;

How to describe their own strengths and challenges (academic and non-academic);

How to put their vision for their own future into words;

How to participate in setting their own goals; and

How to self-advocate for the kinds of supports they will need to meet their goals.

What is "Transfer of Rights?

IDEA 2004 requires that at least one year before the student reaches the "age of majority" and legally becomes an adult, the school must (1) alert the student of their new, upcoming responsibilities, and (2) provide notices of upcoming meetings to the student as well as the parents, while all other notices will go only to the student.

States determine what the "age of majority" is, so it can vary from state to state. But when the student reaches that age, he or she will assume legal control over educational placement, educational records, eligibility, evaluations and programming, and any mediation or due process needed to resolve disputes.

What is a "Summary of Performance (SOP)"

A summary of performance is a document the school must provide before the student graduates from high school or turns 22 years old. It summarizes academic and functional performance levels and transition needs at the time the student completes school. It must be specific, meaningful, and written so the student can understand it. It must make recommendations about how to help the student meet his or her postsecondary goals. The SOP should be reviewed at the student's final transition planning meeting.

Additional Resources for Transition Planning

National Clearinghouse on Postsecondary Education for Individuals with Disabilities, provides information about educational support services, procedures and opportunities at a variety of postsecondary entities.

National Center for Learning Disabilities, provides information about transition, including checklists for various ages.

Postsecondary Innovative Transition Technology (POST-ITT), , provides a technology-based tool to help with transition planning.

National Center on Secondary Education and Transition (NCSET), www.ncset.org, focuses on secondary education and transition.

National Dissemination Center for Children with Disabilities (NICHCY), includes information about the basics of student involvement, person-centered planning, and materials for students.

Download/Print Transition Planning Requirements of IDEA 2004 Info Sheet

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Transition Planning Requirements of IDEA 2004

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What is transition planning?Transition planning is a process mandated by the Individuals with Disabilities Education Act (IDEA 2004) for all students who have an Individualized Education Program (IEP) in K-12 education. The purpose is to facilitate the student's move from school to post-school activities.The transition planning must:start before the student turns 16;be individualized;be based on...

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Florida Center for Students with Unique Abilities

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Florida Center for Students with Unique Abilities

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Transition Planning Resources

The Individuals with Disabilities Education Act (IDEA, 2004) mandates transition services for all students who are receiving services under an individualized education program (IEP). Transition services require a coordinated set of activities within an outcome-oriented process promoting movement from school to post-school activities, such as postsecondary education. A well-coordinated and collaborative transition team will support successful transition to postsecondary education for a student with a disability.

Transition services means a coordinated set of activities for a child with a disability that:

Is 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 postsecondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation;

Is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and

Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.

In Florida, transition planning begins at age 14 and continues throughout secondary education. All students should start early planning for postsecondary education. Career exploration, work-based learning experiences, instruction in self determination and person-centered planning, agency collaboration, and independent living skills all support students' preparation for postsecondary education and adult life.

Other agency representatives should be invited to participate in the IEP Team meetings if that agency is likely to be responsible for providing or funding transition services in the IEP. This would include representatives from postsecondary education institutions with programs needed for the student to reach their postsecondary goals. Age-appropriate transition assessments provide information on student's strengths, preferences, and interests should guide the development of these goals.

Preparation for postsecondary education for students with disabilities should look very similar to that of their non-disabled peers. College and university visits, applying early, and choosing the program that provides the best alignment with postsecondary goals will pave the way for a successful transition.

© 2017 University of Central Florida, All Rights Reserved

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The Individuals with Disabilities Education Act (IDEA, 2004) mandates transition services for all students who are receiving services under an individualized education program (IEP). Transition services require a coordinated set of activities within an outcome-oriented process promoting movement from school to post-school activities, such as postsecondary education.

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ATC "Transition to Employment" Programs
Career Placement is a work-study transition service designed to assist students who elect to defer their standard diploma, achieve their goals of independence, define a career path that meets their interests, and gain paid employment. Students work on obtaining and maintaining competitive entry level jobs in the private business sector. This program is for ESE students who are 18-22 years of age, have the ability and desire to independently navigate the community and have expressed an interest in paid employment. Career Placement Services enables students to identify career options, access community resources, and meet industry standards for entry level employment.

Click Here for an informational flyer on the Career Placement Transition Program.

Areas of Study:
Each student participates in a functional curriculum that emphasizes:

Making plans for personal and career goals

Evaluating own knowledge and skills

Applying for jobs using appropriate communications and follow-up, such as contacting employers, composing a resume, completing job applications, and participating in interviews.

Fulfilling job responsibilities

Self-advocating on the job

Making decisions and problem solving on the job

Using public transportation to independently move about the community

Maintain positive communication on the job

Staying motivated on the job.

Services Include:

Career Interest Assessment

Employment Skills Assessment

Career Counseling and Guidance

Resume Development

Travel Training

On-the-Job Assistance

Academic Employment Skills

Budgeting Skills

Independent Living Skills Support

Prerequisites
Students must meet the following:

Met graduation status and chosen to defer their Standard Diploma

Live in Broward County

18-22 years of age

Expressed interest in paid employment

Demonstrates employability skills

Ability and desire to independently navigate the community

Ask your ESE Specialist for an Application. After your application has been received by Atlantic Technical College and Technical High School, you will be contacted and scheduled for a visit to discuss your interest in Career Placement.

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ATC "Transition to Employment" Programs Career Placement is a work-study transition service designed to assist students who elect to defer their standard diploma, achieve their goals of independence, define a career path that meets their interests, and gain paid employment. Students work on obtaining and maintaining competitive entry level jobs in the private business sector.

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Collaboration with community partners results in opportunities to share ideas, resources, and information to improve outcomes for students with disabilities. This overview discusses the importance of effective collaboration, Individualized Education Programs (IEPs) and interagency requirements, and provides practical tips and resources for parents, educators, and students.

"Coming together is a beginning, staying together is progress, and working together is success." - Henry Ford

Why Collaborate?

Students choose to go in many different directions after high school. Transitioning successfully into their environment of choice requires a great deal of planning and decision making, and this transition can be difficult. Students and families who utilize support systems and collaborate with others can make the process less daunting. For students with disabilities, interagency collaboration is a primary component in secondary transition to promote positive post-school outcomes.

Interagency collaboration is a critical, legally required element of the transition planning process. The Individuals with Disabilities Education Act (IDEA) mandates the development and implementation of transition programs, to include the coordination of services with agencies involved in supporting the transition of students with disabilities to postsecondary activities.

Will the student require support to reach their postsecondary goals of education, training, employment, independent living and/or community participation? If so, IDEA requires a statement of needed transition services for the student including, if appropriate, a statement of the interagency responsibilities. This means that by age 16 or earlier, if appropriate, interagency responsibilities and linkages must be considered and addressed in the student's IEP.

The needs of students with disabilities during the transition process may be complex, and no single agency has all the knowledge or resources to provide comprehensive transition services (Robic, 2009). It is important to involve community partners in transition planning meetings while students are still in high school so that relationships can be formed and the agencies can work with school staff to share resources, reduce duplication of services, improve communication, and identify and address barriers to success. When collaboration takes place, the chances greatly improve for students to experience a "seamless transition" to meaningful community participation.

Collaboration and the IEP

It is a good practice to begin discussing collaboration with adult service agencies at an early age in order to both secure consent and begin educating families about possible supports and services available. When developing an IEP and planning a meeting, case managers must invite the representative of the agency, such as the Department for Aging and Rehabilitative Services (DARS), that is likely to be responsible for providing or paying for the necessary services to the IEP meeting. Case managers must obtain parental or student consent (for those who have reached the age of majority) before inviting the agency representative.

IDEA also states if a representative from an outside agency or organization is invited to an IEP meeting and is unable to attend; the local school division must take other steps to obtain their participation. These other steps can include arranging for the agency member to participate in the IEP meeting via a conference call or having the agency representative provide input prior to the meeting so that the IEP team can consider their recommendations. If the agency fails to provide the transition services described in the IEP, the school must reconvene the IEP team to identify alternative strategies to meet those objectives.

For individuals with disabilities to transition successfully into adult life, all members of the IEP team must do their part. The school staff, student, family, and the service agencies need to share this responsibility. Teams should use the expertise of each member, coordinate activities and avoid duplicating efforts.

There are many resources, services and supports available throughout Virginia to assist students and families in the transition areas of employment, postsecondary education and training, and community participation. Below are a few key agencies to consider:

Employment

Department of Vocational Rehabilitation (VR): Virginia Department for Aging and Rehabilitative Services
Vocational Rehabilitation is a nationwide federal and state program for assisting eligible individuals with disabilities to define a suitable employment goal and become employed. VR provides education, training and other services needed to prepare people with disabilities for work.

Virginia Community College Workforce Development Services
The Virginia Community College System offers workforce development services. Programs and services for individuals and businesses may include industry certifications and licensure courses, career coaching, customized training, apprenticeships, and skills assessment through the Career Readiness Certification.

Virginia Department for the Blind and Vision Impaired (VDBI)
VDBI is an agency that provides services and resources to Virginians who experience blindness, vision impairment, or deaf blindness to achieve their desired levels of employment, education, and personal independence.

Social Security Administration (SSA)
The Social Security Administration (SSA) provides various benefits to certain eligible individuals who experience significant disabilities, including children and adolescents. The Social Security and Supplemental Security Income (SSI) disability programs are the largest of several Federal programs that provides assistance to individuals with disabilities.

Postsecondary Education

Disability Support Services In Colleges
Any university or college receiving federal funds must have an entity on campus to determine appropriate accommodations. This office works with faculty and students to determine appropriate academic accommodations and services for students with documented disabilities. Examples of appropriate academic accommodations include priority registration, note takers, interpreters, scribes, readers, alternate format textbooks.

Independent Living

Department of Behavioral Health and Developmental Services (DBHDS)
Virginia's public mental health, intellectual disabilities, and substance abuse services system serve children and adults who have mental illness, serious emotional disturbance, intellectual disabilities, or substance abuse disorders. Locally run community services boards (CSBs) are the point of entry into the publicly funded systems of services in Virginia.

Centers for Independent Living (CILs)
Centers for Independent Living (CILs) provide services to individuals with significant disabilities and to the local community at large. Centers work with individuals and with local communities to remove barriers to independence and ensure equality of persons with disabilities.

Virginia Department of Social Services
The Virginia Department of Social Services has 119 local offices across Virginia that offer a wide variety of programs and services to assist Virginia's citizens find permanent solutions to life's many challenges. Programs include: Temporary Assistance for Needy Families, supplemental Nutrition Assistance Program, Medicaid, Child Care Assistance, Refugee Resettlement Services, Adoption, and Child and Adult Protective Services.

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Postsecondary Education & Training - VCU Center on Transition Innovations

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Collaboration with community partners results in opportunities to share ideas, resources, and information to improve outcomes for students with disabilities. This overview discusses the importance of effective collaboration, Individualized Education Programs (IEPs) and interagency requirements, and provides practical tips and resources for parents, educators, and students.

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Rationale

A growing body of evidence indicates that effective transition planning is essential for improved graduation and post-school outcomes for students with disabilities. The importance of transition planning is illustrated by its increasing focus in the several reauthorizations of the Individuals with Disabilities Act (IDEA, 2004; Pub. L. 94-142, §§ A-D). Despite progressively greater legislative emphasis on effective transition planning, however, students with disabilities continue to graduate at significantly lower rates than do their peers without disabilities-64.6% compared to 83.2%, respectively (U.S. Department of Education, 2015). In addition, individuals with disabilities experience significantly higher rates of unemployment and significantly lower rates of employment in comparison to peers without disabilities (U.S. Bureau of Labor Statistics, U.S. Department of Labor, 2014).

To assist pre-service and professional-learning educators in closing the graduation and post-school outcomes gaps, the Transition Planning CEM is organized by the five areas outlined in Taxonomy of Transition Planning: student-focused planning, student development, interagency collaboration, family engagement, and program structure (Kohler, Gothberg, Fowler, & Coyle, 2016).

Objectives

After completing this CEM, users will be able to:

1. Describe the components of an effective transition plan.

2. Articulate the major elements of effective transition planning.

3. Write postsecondary measurable goals for individualized education programs (IEPs).

4. Explain the differences between evidence-based practices (EBPs) and predictors of post-school outcomes.

5. Identify essential characteristics of effective transition program structures.

6. Demonstrate the importance of building self-determination in students with disabilities.

7. Present strategies for involving secondary students with disabilities with individualized planning, including the transition IEP.

8. Discuss the importance of including families of students with disabilities in the self-determination process.

9. Explain the importance of providing transition-related activities within a general education setting.

10. Demonstrate how to embed transition-related activities within the general education curriculum and coursework.

11. Identify academic EBPs to support students with disabilities.

12. Review the law on family engagement in transition planning.

13. Learn how family involvement in transition planning predicts positive post-school outcomes.

14. Identify EBPs for facilitating family involvement and engagement in transition planning.

15. Demonstrate the importance of cross-disciplinary planning (i.e., intra-agency and interagency).

16. Understand the critical elements of interagency collaboration.

17. Identify actions that schools can take to increase interagency collaboration and expectations for post-school employment and postsecondary education.

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Transition Planning and Services | CEEDAR

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As a part of the Course Enhancement Modules, this page provides an overview for Transition Planning and Services.

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Fiscal Tiger | Better Information. Better Finances. Better You.

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Transition Programs for Students With Disabilities | Fiscal Tiger

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High school is a time of transition for students preparing for the next phase of their lives. For students with intellectual or physical disabilities, planning for the next phase of their lives may take additional effort. Here we highlight what those students can do to best prepare for the future.

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Making the Transition from High School to College

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Making the Transition from High School to College

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When children with hypoxic-ischemic encephalopathy (HIE) and associated disabilities attend public school, they may be given an Individualized Education Plan (IEP) . When children with IEPs turn 14-16 years of age, the Individuals with Disabilities Education Act (IDEA) requires schools to assist them in the process of transition. Transition is a formal process in which the student works on specific goals and is provided the necessary services and supports required to achieve them (1).

What makes up the IEP transition plan?

The IEP transition plan focuses on the following elements (1):

Independence: Moving from structured life to adult life.

Future: Exploring the child's interests and possible career options.

Including the student: The student is encouraged to attend IEP meetings.

Transferring IEP rights: In most states, the student will obtain the rights to the IEP by the time they are 18.

What types of goals does transition planning focus on?

Transition services are catered to the needs and goals of the student. They also include services outside of education: for some, this may mean an assisted living environment, college, vocational training, or work (1). The goals made within the transition portion of the IEP should be SMART (1):

Additional considerations in transition include medical needs and aptitude for either further education or employment. New topics of consideration include community support services available to the student, income streams, planned living arrangements, and available community activities and transportation.

Do you need someone to talk to?

Your child was just diagnosed with HIE and your head is spinning with what may feel like a thousand different things. Questions, medical terms, care plans; it can be difficult to make sense of everything that has happened.

As you start to do your research on exactly what your child's diagnosis means, you may be bombarded with facts, information, and advice regarding HIE, and you may be lost as to where to turn next.

We want to hear your story. HIE Help Center is owned by ABC Law Centers (a birth injury law firm). The intake team at ABC Law Centers is here to listen to every detail of what you and your family may have gone through during labor and delivery. Although we are not doctors and cannot provide medical advice, our team can provide you with resources specifically tailored to your situation. Our team has reviewed and handled thousands of cases and is trained to recognize if there may have been medical malpractice that lead to your child's diagnosis. We can advise if taking legal action may be beneficial to you and your family.

Call us at (888) 329-0122 to speak with a member of our intake team.

Other resources for transition planning :

Related reading:

Lee, A. M. I. (n.d.). IEP Transition Planning: Preparing for Young Adulthood. Retrieved from https://www.understood.org/en/school-learning/special-services/ieps/iep-transition-planning-preparing-for-young-adulthood

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Living with HIE | IEPs and Transition Plans

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When children with hypoxic-ischemic encephalopathy (HIE) and associated disabilities attend public school, they may be given an Individualized Education Plan (IEP) . When children with IEPs turn 14-16 years of age, the Individuals with Disabilities Education Act (IDEA) requires schools to assist them in the process of transition.

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Career Placement is a work-study transition service designed to assist special diploma graduates, or students who elect to defer their standard diploma, achieve their goals of independence and paid employment. Students are assisted in obtaining and maintaining competitive entry level jobs in the private business sector. This program is for ESE students who are 18-22 years of age, have the ability and desire to independently navigate the community and have expressed an interest in paid employment. Career Placement Services enables students to identify career options, access community resources, and meet industry standards for entry level employment.

Click Here for an informational flyer on the Career Placement Transition Program.

Areas of Study:
Each student participates in a functional curriculum that emphasizes:

Making plans for personal and career goals

Evaluating own knowledge and skills

Applying for jobs using appropriate communications and follow-up, such as contacting employers, composing a resume, completing job applications, and participating in interviews.

Fulfilling job responsibilities

Self-advocating on the job

Making decisions and problem solving on the job

Using public transportation to independently move about the community

Maintain positive communication on the job

Staying motivated on the job.

Services Include:

Career Interest Assessment

Employment Skills Assessment

Career Counseling and Guidance

Resume Development

Travel Training

On-the-Job Assistance

Academic Employment Skills

Budgeting Skills

Independent Living Skills Support

Prerequisites
Students must meet the following:

Graduated with a Special Diploma or Deferred Standard Diploma

Live in Broward County

18-22 years of age

Expressed interest in paid employment

Demonstrates employability skills

Ability and desire to independently navigate the community

Ask your ESE Specialist for an Application. After your application has been received by Sheridan Technical College and Technical High School, you will be contacted and scheduled for a visit to discuss your interest in Career Placement.
Paul Askin, M.A. CCC-SLP (754) 321-5429 paul.askin@browardschools.com

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Career Placement is a work-study transition service designed to assist special diploma graduates, or students who elect to defer their standard diploma, achieve their goals of independence and paid employment. Students are assisted in obtaining and maintaining competitive entry level jobs in the private business sector.

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Tips for Wearing a Mask with Hearing Aids

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Tips for Wearing a Mask with Hearing Aids

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Great ideas from the PATINS Project in Indiana for fun activities to teach literacy in the home without technology.

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Early Childhood Online Learning Resources

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Early Childhood Online Learning Resources

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Compilation of a variety of materials and activities for Early Childhood Education during COVID-19.

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To keep staff and students safe, schools have closed their physical doors. This simple story provided by Conscious Discipline answers the question of "why" in a simple age appropriate way in English, Spanish, Chinese, Korean and Turkish. It can be read at story time during a distance lesson or shared with parents.

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MCSD ESE Transition Guide for Students created by Megan Brown, MCSD ESE Job Coach

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MCSD E.S.E. Transition Guide for Students 2020

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Curriculum Resources for Families for Students w/ Complex Learning Needs

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Curriculum Resources for Families for Students w/ Complex Learning Needs

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Family Resources for Students w/ Complex Learning Needs from PATTAN Network

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What Is Transition?

The term transition refers to passing from one state or condition to another. Many important transitions occur throughout each person's life, and many of them are associated with predictable life events, such as beginning preschool, leaving elementary school, and entering middle adulthood. One of the most critical transition periods for students with learning disabilities (LD) is the transition from school to young adulthood.

The 1997 amendments to the Individuals with Disabilities Education Act (IDEA) defined transition services for this particular transition as:
a coordinated set of activities for a student, with a disability, that: (a) is designed within an outcome oriented process, that promotes movement from school to postschool activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (b) is based on the student's needs, taking into account the student's preferences and interests; (c) includes instruction, related services, community experiences, the development of employment and other post-school objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation (¤ 602).

This concept is straightforward and fairly simple, including three major components (Storms, O'Leary, & Williams, 2000). First, every student and his or her family should be coached to (a) think about post?high school goals and (b) develop a plan for how to achieve those goals. Second, a high school experience should be designed so that the student acquires the skills and competencies necessary to obtain his or her desired post?high school goals. Finally, the linkages to post?high school services, supports, and programs need to be identified and made before the student exits high school.
Why Is Transition Planning Important for Individuals with LD?
Even though transition planning has been mandated for all students with disabilities for more than 10 years, transition planning for individuals with LD has lagged behind that of other groups. A major reason for this lack of attention has been an assumption that individuals with LD have a mild disability that primarily affects academic achievement; therefore, they have the ability to move from secondary to postsecondary environments without a lot of difficulty. Unfortunately, this is not the case for many students with LD. The results of a number of recent studies have suggested that many adolescents with LD do encounter difficulties in making the transition to adult life, including problems related to unemployment, underemployment, job changes, participation in community and leisure activities, pay, dependency on parents and others, satisfaction with employment, postsecondary academics, and functional skills.
Who Is Involved in the Transition Process and What Are Their Roles?
Numerous individuals should be involved in the transition process, with the most important being the student and his or her family. Key participants and their roles in the transition planning and program implementation process follow:

Student

Communicate preferences, interests, strengths, areas of need, types of support, how progressing

Participate actively in discussions, decisions, planning activities, IEP development, IEP meetings, and IEP implementation
Parent/Guardian
Support the student

Provide information about the student's strengths, interests, needs, independent living skills, and kinds of support needed to achieve desired post?high school outcomes

Be actively engaged as equal partners in planning, discussions, and decision making

Participate in making referrals to adult service agencies and training programs

Provide opportunities for the child to practice adult roles and responsibilities
Special education teacher
Provide information about the student's strengths, achievements, progress on IEP goals, and strategies for teaching student

Assist student in identifying postsecondary goals

Prepare student and family for their leadership role in the transition process

Suggest courses of study and educational experiences

Identify needed personnel from school, related services, and community agencies

Provide input and incorporate into IEP transition service needs and postschool agencies, services, and/or supports

Link student and parents to post?high school services/supports

Coordinate all people, agencies, services, or programs

Monitor student progress
LEA representative
Support special and general education staff

Provide information about programs in the school system and community

Allocate necessary resources, including technology, accommodations, and supports
General education teacher
Assist student in identifying postsecondary goals

Assist in planning courses of study in general education curriculum;

identify and provide modifications, adaptations, and supports;

and identify and provide positive behavioral strategies and interventions

Monitor student progress
Individual who can interpret evaluation information
Provide assessment information about student needs, interests, preferences, strengths, and aptitudes

Interpret assessment information for student and family
Other, as appropriate (e.g., vocational rehabilitation, MR/DD services, mental health, Social Security, employers, postsecondary educators, human services)
Provide information about services and eligibility criteria

Assist in identification of community and adult services and in the application process for services

Alert families and school to potential waiting lists for services

Provide services (e.g., functional vocational evaluation, technology and accommodations, counseling, independent living) to student during school, as appropriate

Note. Adapted from Storms, J., O'Leary, E., & Williams, J. (2000). Adapted with permission.

What Are IDEA's Requirements Concerning Transition Planning?
The IDEA 1997 amendments outlined regulations concerning transition. Final regulations for IDEA were published in the March 11, 1999, Federal Register and took effect on May 11, 1999. Highlights of the major requirements of IDEA that relate to transition and a brief explanation follow.

Purpose

The Act's purpose includes ensuring that students with disabilities are provided with a free, appropriate education that emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living
Content of the IEP
The IEP must include:

(a) beginning at age 14 (or younger, if appropriate), a statement of transition service needs that focuses on the course of study (e.g., required, elective, other educational experiences) the student needs to help move him or her toward the desired post? high school goals

(b) beginning at age 16, a statement of needed transition services
Transition services
Transition services must:

(a) be based on the individual student's needs, taking into account his or her preferences and interests

(b) include:

- instruction

- related services (if needed beyond school, should identify and make linkages)

- community experiences (provided outside of school building or in community settings)

- development of employment and other post?high school adult living objectives (related to desired post? high school goals), and

- acquisition of daily living skills (things do every day such as cooking, budgeting, and grooming) and functional vocational evaluation (assessment process providing information about interests, aptitudes, and skills), if appropriate

Agency notification, participation, and responsibilities
The school shall:

(a) invite to transition meetings representatives of other agencies who are likely to be responsible for providing or paying for transition services

(b) take steps to obtain the participation of agency personnel who have been invited to transition meetings but do not attend

The IEP shall include:

(a) if appropriate, a statement of interagency responsibilities and/or needed linkages

(b) the commitment by a participating agency to meet the financial responsibility associated with the provision of services
Parent notification
Parent notification of the IEP transition meeting must:

(a) indicate the purpose of the meeting (i.e., development of a statement of transition service needs or consideration of needed transition services)

(b) indicate that the student will be invited to the meeting

(c) identify any other agencies that will be invited to send a representative to the meeting
Student notification and participation
Beginning no later than age 14 (or earlier if appropriate):

(a) a student must be invited to attend his or her IEP meetings that consider transition service needs, needed transition services, or both

(b) schools must take steps to ensure that the student's preferences and interests are considered in transition planning if the student does not attend his or her IEP meeting
Transfer of rights
At least 1 year before a student reaches the age of majority under state law:

(a) the IEP must include a statement that the student has been informed of his or her rights under Part B of IDEA that will transfer to the student at age of majority

What Are Transition Planning Areas or Domains?
Clark and Patton (1997) examined the transition guides of 17 states in order to identify core transition planning areas.They noted that although there was interstate variation in transition planning areas, a common core of important planning areas emerged. Transition planning domains that were included in more than half of the state guides they examined were:

-community participation

-daily living

-employment

-financial/income management

-health

-independent living (include living arrangements)

-leisure/recreation

-postsecondary education

-relationship/social skills

-transportation/mobility

-vocational training
What Is the Timeline for Transition Planning and Preparation?
Even though transition planning does not have to be addressed in the IEP until a student is 14 years old, teachers and families must begin providing experiences and instruction to help students develop critical knowledge and skills during the elementary years that will help lay the foundation for the process. Examples of goals, objectives, and activities that can be considered at different age and grade levels follow.
Level
Primary level: Grades 1?4
Goals and objectives
Employability and independent living skills and attitudes

Obj. 1: To develop positive work habits

Obj. 2: To appreciate all types of work

Obj. 3: To develop disability awareness
Possible activities
-career field trips

-discussions of interests and aptitudes

-decision-making and problem-solving activities
Level
Middle school: Grades 5?8
Goals and objectives
Career exploration and transition planning relative to course of study

Obj. 1: To understand interests, aptitudes, and preferences

Obj. 2: To understand work, education, independent living, and community options

Obj 3: To specify transition services needed to participate in a desired course of study by no later than age 14
Possible activities
-visits to vocational and technical schools

-complete interest inventories

-survey transition needs and preferences

-job shadowing

-money and budgeting

-self-determination and self-advocacy training

-career guidance
Level
High school: Grades 9?10
Goals and objectives
Career exploration and transition planning

Obj. 1: To develop meaningful and realistic postsecondary goals

Obj. 2: To develop work, education, residential, and community participation skills and supports relevant to goals

Obj. 3: To learn to manage disability technology and request accommodations
Possible activities
-technology assessment

-make agency referrals

-update transition goals

-self-determination training

-student-directed IEP/transition plan

- career/technical education

-placement in advanced classes

-job clubs

-work experiences
Level
High school: Grades 11+
Goals and objectives
Transition and overlap into postsecondary environments desired by student

Obj. 1: To secure options for postsecondary education and/or employment

Obj. 2: To develop residential and community participation supports and contacts

Obj. 3: To develop linkages with adult services
Possible activities
-self-determination training

-student-directed review of IEP/transition plan

-career/technical education

-work experiences

-apply for adult services

-financial planning

-visit relevant postsecondary environments

-develop follow up supports

Note. Adapted from Baer, R., McMahan, R., and Flexer, R. (1999). Adapted with permission.
Special Considerations for Youth with LD
Several special factors need to be considered in the transition planning for students with LD. One of these factors is the drop-out rate. Students with LD are at great risk for dropping out of school. Recent drop-out estimates for this population range from 17% to 42% (Scanlon & Mellard, 2002). Dropping out engenders numerous consequences relating to job opportunities, income, and self-esteem. Within the student with LD population, those students most at risk for dropping out are boys from urban communities and low-income homes who are racial minorities. Such students should receive intensified support, and their progress should be monitored.

Another critical factor in transition planning for students with LD is individualized planning that matches a student's post? high school goals. Because the population of students with disabilities is so heterogeneous, a wide range of postsecondary goals and transition planning should be considered. For some students, the next step after high school will be employment, for other students it will be further career or technical training, and for still others it will be attending a 4-year college or university. In order to be successful in the post?high school environment, these students must be provided with appropriate training and experiences. For example, for a student whose postsecondary goal is attending a university, the high school curriculum must include participation in college preparatory courses and the development of independent study skills. For a student whose postsecondary goal is employment, the high school curriculum must include participation in career/technical education courses and work experiences. For all students, the curriculum should include the development of self-determination skills, social and interpersonal skills, community integration and participation skills, and independent living skills, if appropriate.

A final critical aspect of transition planning for students with LD is self-determination, which has been defined as "one's ability to define and achieve goals based on a foundation of knowing and valuing oneself" (Field & Hoffman, 1994, p. 164). It is highly related to positive adult outcomes. For example, Wehmeyer and Schwartz (1995) found that students with high levels of self-determination were more likely to be employed for pay, have a savings or checking account, and have expressed an interest in living outside of the home. Skills related to self-determination include self-evaluation, self-awareness, self-knowledge, self-management, choice making, decision making, problem solving, goal setting and attainment, and social collaboration (Field, Hoffman, & Spezia, 1998).
Where Can I Learn More About Transition?
Baer, R., McMahan, R., & Flexer, R. (1999). Transition planning: A guide for parents and professionals. Kent, OH: Center for Innovation in Transition and Employment.

Barclay, J., & Cobb, J. (2001). Full life ahead: A workbook and guide to adult life for students & families of students with disabilities. Montgomery, AL: Southeast Regional Resource Center.

Clark, G. M., & Patton, J. R. (1997). Transition planning inventory. Austin, TX: PRO-ED.
Division on Career Development and Transition Website: http://www.ed.uiuc.edu/SPED/dcdt/

Field, S., & Hoffman, A. (1994). Development of a model for self-determination. Career Development for Exceptional Individuals, 17, 159?169.

Field, S., Hoffman, A., & Spezia, S. (1998). Self-determination strategies for adolescents in transition. Austin, TX: PRO-ED.

Garfinkel, L. (2000). Transition services under the IDEA: A practical guide to legal compliance. Horsham, PA: LRP Publications.

Kohler, P., Field, S., Izzo, M., & Johnson, J. (1998). Transition from school to life: A workshop series for educators and transition service providers. Reston, VA: Council for Exceptional Children.

Martin, J., & Kohler, P. (1998). Transition from school to life: A complete university course for special educators. Reston, VA: Council for Exceptional Children.

National Center on Secondary Education and Transition Website: http://ici.umn.edu/ncset

National Clearinghouse on Postsecondary Education for Individuals with Disabilities Website: http://www.heath.gwu.edu/

National Transition Network Website: http://ici2.umn.edu/ntn/

Parent Advocacy Coalition for Educational Rights (PACER) Website: http://www.pacer.org

Patton, J. R., & Blalock, G. (Eds.). (1996). Transition and students with learning disabilities: Facilitating the movement from school to adult life. Austin, TX: PRO-ED.

Patton, J. R., & Dunn, C. (1998). Transition from school to young adulthood: Basic concepts and recommended practices. Austin, TX: PRO-ED.

Scanlon, D., & Mellard, D. F. (2002). Academic and participation profiles of school-age dropouts with and without disabilities. Exceptional Children, 68, 239?258.

School-to-Work Outreach Project Website: http://www.ici.coled.umn.edu/schooltowork

Storms, J., O'Leary, E., & Williams, J. (2000). The Individuals with Disabilities Education Act of 1997 transition requirements: A guide for states, districts, schools, universities and families.

Minneapolis, MN: University of Minnesota, Institute on Community Integration.

Transition Coalition Website: http://www.transitioncoalition.org/

Transition Research Institute at Illinois (TRI) Website: http://www.ed.uiuc.edu/sped/tri/institute.html

Wehmeyer, M. L., & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63,

245?255.

Prepared by Cari Dunn
Auburn University

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What Is Transition? The term transition refers to passing from one state or condition to another. Many important transitions occur throughout each person's life, and many of them are associated with predictable life events, such as beginning preschool, leaving elementary school, and entering middle adulthood.

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National Technical Assistance Center on Transition

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National Technical Assistance Center on Transition

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A Birth to Adult View of Transition Education and Services (PDF)
is a research-based flow-chart of considerations for transition education and services, as well as possible outcome measures along the way from birth until after high school, developed by The Early Childhood Transition Assistance Center and NTACT. Age Appropriate

Transition Assessment Toolkit (PDF)
Quality transition planning is student centered and student driven. The initial step is gathering information regarding a students' current strengths, needs, preferences, and interests in the context of "of current and future working, educational, living, and personal and social environments", (Sitlington, Neubert, and Leconte, 1997).

Moving from Assessment to Practice (PDF)
provides guidance for practitioners as they consider transition assessment data to intentionally embed evidence-based predictors and practices in the services and instruction provided for students in middle and high school.
The Summary of Performance is required (IDEA, 2004) and intended to provide a student with a summary of their academic and functional performance to assist the young person in accessing services and resources to achieve their postsecondary goals.

Annotated Bibliography on the Summary of Performance (PDF)
A couple of examples of SOP forms ( PDF Example 1 and PDF Example 2) provide more information on this important aspect of the transition planning process.

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A Birth to Adult View of Transition Education and Services (PDF) is a research-based flow-chart of considerations for transition education and services, as well as possible outcome measures along the way from birth until after high school, developed by The Early Childhood Transition Assistance Center and NTACT.

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The Transition Series: Transition Planning

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The Transition Series: Transition Planning

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Department of Education Transition Guide

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Department of Education Transition Guide

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Center for Parent Information & Resources: Transition Goals

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Center for Parent Information & Resources: Transition Goals

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In Transition to Adulthood, we presented an overview of what IDEA 2004 requires in terms of transition planning for youth with disabilities. A significant aspect of the law's requirements relates to including transition-related goals and statements in the IEPs of students preparing for life after high school. Now it's time to take a much closer look at the kind of information you might include in a student's IEP as part of transition planning.

First, What IDEA Requires

Let's start by revisiting IDEA's provisions at §300.320(b) regarding what must be included in a student's IEP no later than when that student turns 16:

(b) Transition services. 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) The transition services (including courses of study) needed to assist the child in reaching those goals.

Breaking the provisions at §300.320(b) into their component parts is a useful way to see what needs to be included, transition-wise, in the student's IEP. For example, consider:

Postsecondary goals must be...
Appropriate, measurable

Postsecondary goals must also be based on...
Age-appropriate transition assessment

Transition assessment ind what...?
Training, education, employment, independent living skills, where appropriate

Transition services include...
Courses of study

Transition services for a student as those that the student needs...
To assist the child in reaching those goals

The postsecondary goals

The discussion below is intended to illuminate how these provisions are to be implemented in the real world, with real students.
Back to top

NTACT's Checklist of Questions to Ask

NTACT is the National Technical Assistance Center on Transition, an OSEP-funded project whose expertise is... obviously.... secondary transition. As part of its work, NTACT has developed extensive training materials to help states collect data about the transition services they provide to youth with disabilities (called Indicator 13). Those materials are also useful for our purpose here, which is to look closely at the type of transition information to include in a student's IEP.

NTACT's materials include a checklist of questions to ask, which are adapted here for use by IEP teams as they plan a student's transition services and craft statements to include in the student's IEP.

Is there a measurable postsecondary goal or goals for the student?

Can the goal(s) be counted?

Does the goal(s) occur after the student graduates from school?

Are the postsecondary goals based on an age-appropriate transition assessment?

Are there annual IEP goals that reasonably enable the child to meet the postsecondary goal(s) or make progress toward meeting the goal(s)?

Are there transition services (including courses of study) in the IEP that focus on improving the academic and functional achievement of the child to facilitate his or her movement from school to post-school?

Do the transition services listed in the IEP relate to a type of instruction, related service, community experience, development of employment and other post-school adult living objectives (and, if appropriate, acquisition of daily living skills), and provision of a functional vocational evaluation?

Are representatives of other agencies invited (with parent consent or the student's) to IEP meetings when transition services are being discussed that are likely to be provided or paid for by these other agencies?

NTACT also provides real-life examples that are as illuminating as they are helpful, especially since examples are included for three key domains of transition planning:

We'd like to share some of NTACT's examples with you. Again, we've adapted them a bit, to make them more appropriate for use by IEP teams, but all the credit goes to NTACT for this work.
NTACT Example: Education/Training
Here's an example of a measurable postsecondary goal in the domain of education/training. (For the full discussion, with many examples, see: https://transitionta.org/system/files/resourcetrees/Alex%20Case%20Study.pdf

After graduation from high school, Alex will enroll at Kings College (a technical school) and take a business math class to improve his work related math skills and to advance his career in business.

This goal meets NTACT's standard because of specific reasons:

Enrolling in course in a postsecondary education environment is the focus of the goal.

Goals correspond with Alex's other postsecondary goals of continuing employment
(that is highly math skill focused) with a local business.

Goals reflect Alex's strengths in the area of math.

NTACT also generously provides non examples. For the goal statement above:

Non example:

Alex plans to apply to Kings College (a technical school).

NTACT says that this statement does not meet the standard, because:

Goal is written as a process, rather than an outcome that can be demonstrated.

It is not clear whether the goals take place after graduation from high school.

Helpful, eh? If you'd like to see more examples (and nonexamples!) of postsecondary goals for education/training, you can find them at:
http://transitionta.org/sites/default/files/transitionplanning/NSTTAC_ChecklistFormB.pdf

Now let's look at an example of a measurable postsecondary goal in the domain of employment.

After graduation, Paulo will work 20 plus hours a week at the local grocery store and provided temporary supports through Vocational Rehabilitation.

This goal is acceptable, because:

Participation in or maintenance of employment is the focus of these goals.

Expectation, or behavior, is explicit, as in Paulo continues employment, or does not and Paulo accesses adult agency service (or does not).

It is stated in this goal that increased employment and use of adult services will
occur after Paulo leaves high school.

Would you like to see the non example? Here you go.

Non example:

Paulo will be referred to Vocational Rehabilitation for assistance with job placement.

Why doesn't this goal meet the standard and, so, is used here as a nonexample?

Find more examples and nonexamples of postsecondary goals in the domain of employment at:
http://transitionta.org/sites/default/files/transitionplanning/NSTTAC_ChecklistFormB.pdf
NTACT Example: Independent Living
Now for an example of two measurable postsecondary goal in the domain of independent living., developed for Jamarreo, a 19 year old student identified with emotional and behavioral disabilities, as well as a moderate hearing loss.

After graduation, Jamarreo will follow the laws of his community, demonstrating an understanding of the need for laws to ensure his and others' safety.

After graduation, Jamarreo will maintain his hearing equipment by attending annual check ups with audiologist.

These goal statements is acceptably crafted, because:

Actions will occur after high school.

Results of the goals are observable (e.g., Jamarreo will or will not stay out of jail, or will or will not maintain his hearing equipment).

And non examples:

Jamarreo wants to hang out with friends.

Jamarreo wants a new less visible hearing aid.

These goals are not acceptably crafted, because:

Find more such examples and nonexamples in the domain of independent living, at:
http://transitionta.org/sites/default/files/transitionplanning/NSTTAC_ChecklistFormB.pdf

IEP Goals to Help the Student Achieve Postsecondary Goals

All right, so the IEP team (including the student) has crafted statements that describe the student's postsecondary goals--what he or she is going to do or achieve after leaving high school. These goals pertain to the domains of education/training, employment, and (as appropriate for the student's needs) independent living. Now it's time to write corresponding IEP goals that will reasonably enable the child to meet the postsecondary goals.
IEP Goals: Education/Training
Continuing with Alex as our example, remember that his postsecondary goal for education/training was: After graduation from high school, Alex will enroll at Kings College (a technical school) and take a business math class to improve his work related math skills and to advance his career in business.

An appropriate IEP goal to help Alex achieve the postsecondary goal might be:

Given direct instruction in the high school Business Math course and guided practice, Alex will (a) use an adding machine, and (b) create spreadsheets using money management software with 85% accuracy throughout the Spring semester of this IEP.

This annual goal meets standards, because:

The goal is focused on Alex's acquisition of math skills that will support his enrollment in a postsecondary level business math course.

The goal includes a condition, measurable behaviors, criteria, and a timeframe.

Now for the contrast of a non example:

Given instruction in the high school Business Math course, Alex will participate in class assignments throughout the semester.

Are there problems with this statement? Yes, according to NTACT--three.

There are no criteria stated for the adequacy by which Alex should participate in
assignments of the course.

"Participation" does not indicate a skill that Alex will develop that will prepare him for his postsecondary goal of taking a Business Math course at the technical college.

The goal do not include all components (condition, measurable behavior, criteria, and timeframe)..

Good old Paolo, back in the example seat. Remember that Paolo's postsecondary goal for employment was: After graduation, Paulo will work 20 plus hours a week at the local grocery store and provided temporary supports through Vocational Rehabilitation.

An appropriate IEP goal to help Paolo achieve this postsecondary employment goal might be:

Given a whole task instruction and a task analysis for bagging groceries, Paulo will demonstrate the steps in the task analysis with 80% accuracy and no more than
one verbal prompt weekly by (specific date).

This IEP goal is acceptably written, because:

How about a non example?

Given a list of jobs at a retail store, Paulo will choose which job interests him the most 2 out of 3 times.

This nonexample does not reach acceptable standards for goal-writing, because:

Goal does not include all components (condition, measurable behavior, criteria,
and timeframe).

Goal does not support Paulo's postsecondary goals .

IEP Goals: Independent Living
Now the example will relate to Jamarreo (Paulo is quite relieved to get off the hot seat). Recall that Jamarreo's postsecondary goals in the domain of independent living were:

After graduation, Jamarreo will follow the laws of his community, demonstrating an understanding of the need for laws to ensure his and others' safety.

After graduation, Jamarreo will maintain his hearing equipment by attending annual check ups with audiologist.

NTACT's examples for appropriate and corresponding IEP goals are:

Given computer/video enacted roleplays of legal and illegal activities, Jamarreo will categorize activities with 80% accuracy by (specific date).

Given explicit instruction on proper care and cleaning of a hearing aid, a task analysis, and weekly opportunities to practice, Jamarreo will demonstrate the steps
of the task analysis with 90% accuracy by the end of the school year.

The reasons that these goal meet the standard and are acceptably written are:

Annual goals will be accomplished by Jamarreo while in high school to prepare him
for living independently after high school.

Annual goals focus on skills and knowledge to be mastered, that are measurable.

Goals include a condition, measurable behaviors, criteria, and a timeframe.

And, keeping with our pattern here (NTACT's, actually), here are non examples for contrast:

Jamarreo will meet with the resource officer at the school to discuss the difference between illegal and legal activities.

amarreo will visit the school nurse once a week to talk about hearing aid care.

Why are these two non examples of an IEP goal to help Jamarreo toward achieving his independent living goals:

Goals do not include all components (condition, measurable behavior, criteria,
and timeframe).

Goals suggest an activity rather than learning a specific skill.

Matching Transition Services to the Postsecondary Goals and the IEP Goals

You'll recall that transition services are determined by the combination of a student's stated postsecondary goals, corresponding IEP goals, and what he or she needs, support-wise, in order to move toward achieving those goals. By definition, transition services can include:

Instruction;

Related services;

Community experiences;

The development of employment and other post-school adult living objectives; and

If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. [§300.43(a)(2)]

The IEP team's task is to identify and specify the transition services that a student will receive in order to support him or her in reaching the shorter-term IEP goals and the longer-term postsecondary goal. How does the IEP team do that? Let's look at some examples, again from NSTTAC.
Transition Services: Education/Training
Let's call Alex back to the hot seat. His education/training goal is: After graduation from high school, Alex will enroll at Kings College (a technical school) and take a business math class to improve his work related math skills and to advance his career in business.

What transition services could be provided to support Alex in reaching that goal?

Self-advocacy skills instruction

Personal banking instruction

Work-related social skills instruction

Computer skills (word-processing, data entry) instruction

Non examples might include:

Reading instruction

Cooking instruction

Personal Hygiene Instruction

Drivers education instruction

Transition Services: Employment
Here's an interesting example from NTACT that looks at what transition services would be appropriate for a young adult named Jodi. Jodi's postsecondary goals for education/training and employment are:

Jodi will enroll in courses (non-degree) at Gaston Community College.

Jodi will attain a part-time position in a community retail environment independently.

What transition services does Jodi need to support her in reaching these two goals?

Travel instruction

Instruction related to hygiene

Instruction related to functional math skills

Personal banking instruction

Community based instruction at Wal-Mart to introduce to retail employment skills

Instruction related to social skills in school and work settings

What would qualify as a non example-in other words, a transition service that would not be appropriate support for Jody in reaching her postsecondary goals?

Instruction related to janitorial skills

Community-based instructional experiences in restaurant settings

Transition Services: Independent Living
Working with Jamarreo as our example this time, recall that his independent living goals were:

After graduation, Jamarreo will follow the laws of his community, demonstrating an understanding of the need for laws to ensure his and others' safety.

After graduation, Jamarreo will maintain his hearing equipment by attending annual check ups with audiologist.

Jamarreo's IEP team decides that he'll need specific transition services to help him move toward achieving those goals after high school. The services they specify are:

Nonexamples, on the other hand, might include such transition services as:

Speech services (he doesn't have a speech impairment)

Occupational therapy (he has no needs for refining his fine motor skills)

Community-based instructional experiences related to the food service industry (he's not interested in working in the food industry)

Two trips to adult vocational day placement (Jamarreo is capable of obtaining full-time competitive employment )

In Conclusion

Pshew. That was a lot of reading, wasn't it? Hopefully, NTACT's excellent work, adapted here, will help you when it comes time to help students plan for transition to life after high school and especially to write an IEP that will:

Transition planning is complicated and involved. There are so many dimensions of adulthood to consider! That's why, for students with disabilities, planning ahead is critical. The more significant the disability is, the more imperative it is to prepare, plan, specify, investigate, coordinate, and support. Adulthood's coming.

__________________

The Center for Parent Information and Resources (CPIR) would like to express its deep appreciation to the National Technical Assistance Center on Transition for the thoroughness and insightfulness of the materials we've so freely used and adapted here. Great job, NTACT! Thanks.
Which Transition Page Would You Like to Visit Now?

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In Transition to Adulthood, we presented an overview of what IDEA 2004 requires in terms of transition planning for youth with disabilities. A significant aspect of the law's requirements relates to including transition-related goals and statements in the IEPs of students preparing for life after high school.

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For teens with learning and attention issues, thinking about life after high school can be daunting. If your child has an Individualized Education Program (IEP), however, the school is required to help her plan for the future.

Read about IEP transition planning and how it can help prepare your child for young adulthood. If your child doesn't have an IEP, learn how vocational rehab can help prepare your child for life after high school.

What Is IEP Transition Planning?

Transition planning is a formal process for helping kids with IEPs figure out what they want to do after high school and how to get there. It's required by the Individuals with Disabilities Education Act (IDEA).

IEP transition planning is more than just a hopeful exercise or brainstorming session. During planning, your child will work on specific goals. She'll also receive services to help her achieve these goals.

Under IDEA, a student's IEP must include transition services by the time she turns 16. However, planning often starts earlier. Many IEP teams begin working with students as early as middle school to help them explore their interests and possible careers.

The purpose of transition planning is to help your child prepare to be an independent young adult. She'll be encouraged to attend IEP meetings and to play a leading role.

In fact, the law requires the IEP team to invite your child to meetings where transition planning is discussed. If she can't attend, the team must make sure her interests and desires are considered. And at least a year before she turns the age of majority-18 in most states-the team must start preparing for the transfer of IEP rights to her.

Some transition services can only be provided by outside organizations-not the school. So during transition planning, the circle of people involved in your child's IEP meetings may expand to include people from the community. These may include counselors, employment agency staff and job specialists.

The IEP Transition Plan

At the heart of the transition process is the transition plan. This is a required part of a student's IEP. To develop this plan, the IEP team will work with your child to identify her strengths and interests. These, in turn, will guide planning.

The transition plan has two parts: postsecondary goals and transition services.
Postsecondary goals
These goals state what your child wants to do or achieve after high school. Goals can be in four areas:

1. Vocational training (e.g., learning a trade)

2. Postsecondary education (e.g., college or other schooling)

3. Jobs and employment

4. Independent living, if needed

Just like annual IEP goals, transition goals must be written with a result in mind. They must also be measurable. In other words, you have to be able to know if the goals have been accomplished.

Goals may be more general for kids in middle school and starting high school. They become more specific as kids enter later grades.

For example, a transition goal for an eighth grader might be: After high school, I will work full time in a career working with cars.

An example of a goal for a 10th grader might be: After graduating from high school, I will enroll at ABC College (an automotive technician school) and take classes to prepare me for a career as a mechanic.

A goal should't just reflect a hope or desire. And it must specifically refer to after high school. For instance, the following transition goal isn't appropriate because, even though it reflects a desire, it could apply to high school: I really want to work with cars.

One way to make sure your child has appropriate transition goals is to see if they are "SMART." This stands for specific, measurable, attainable, results-oriented and time-bound. (For more help with writing transition goals, visit the National Technical Assistance Center on Transition, a program funded by the U.S. Department of Education.)

Keep in mind that your child's transition goals may change several times as her interests develop. Transition goals are reviewed and updated every year, along with the rest of the IEP. When she graduates or leaves high school, she'll get what's called a summary of performance. This document lists her academic and functional skills, and offers recommendations for achieving her postsecondary goals.
Transition services
Once transition goals are set, the IEP team will decide what services your child needs to meet her goals. The range of possible services is very broad. It can include:

Instruction (including special education)

Related services

Community experiences, like volunteer work

Career and college counseling

Help with daily living skills, if needed

These services must be reviewed and updated each year to support your child's transition goals. Again, services may change over time to reflect her developing interests. In addition to services, the IEP team may list accommodations, too.

Most communities have a variety of resources to help students with the transition process. Examples are local youth employment programs and summer jobs for youth programs. Local vocational centers also offer training in many occupations.

The team may also use IEP goals to support the transition plan. For instance, if your child wants to attend auto mechanic school, she may first need to learn specific math skills. As a result, the team may need to set IEP goals and provide school services related to math.

Some transition services can take place at school. But often, transition services are provided at home or in the community. Or they may require activities outside of school.

Transition goals related to independent living may involve having your child take on responsibilities. Here are some examples of what your child may learn to do in preparation for adulthood:

Open a bank account and learn to manage money.

Shop for groceries and plan and prepare meals.

Be responsible for maintaining a car and buy auto insurance.

Use public transportation.

Schedule her own appointments with the doctor and dentist and choose health insurance.

Set up and use a calendar for school, work, personal appointments and leisure time.

Similarly, your child may explore college, career and job options in the broader community. Here are some activities she may do:

Research and visit local colleges and training schools she's interested in attending.

Meet with other students who have gone on to college or career. If they also have learning and attention issues, talking with them may be extra helpful.

Go to work with you, taking a tour or shadowing you or another role model.

Network with friends and relatives about their careers. This can also include touring the workplace and going to informational interviews.

Look into local internships and apprenticeships.

Transition planning is the key to making school relevant to your child's future life as an adult. Together, the IEP team and your child will set postsecondary goals, choose activities, and connect with the necessary resources and services.

For more information, watch as an expert shares tips for working on your child's transition plan.

Read more about how to help your high-schooler think about careers, and explore the many different paths kids can take. Learn about vocational education in high school. And watch , a documentary that follows young people with learning and attention issues as they explore their future paths.

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IEP Transition Planning: Preparing for Young Adulthood

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For teens with learning and attention issues, thinking about life after high school can be daunting. If your child has an Individualized Education Program (IEP), however, the school is required to help her plan for the future. Read about IEP transition planning and how it can help prepare your child for young adulthood.

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Definition Secondary transition refers to the process a student with a disability goes through as they move from high school to whatever comes next, including.

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National Center for Learning Disabilities

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National Center for Learning Disabilities

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Transitioning to Life After High School

After 12th grade, individuals with learning and attention issues will only receive accommodations^ in college or the workplace if they disclose their disabilities. But many students leave high school without the self-awareness, self-advocacy skills or self-confidence to successfully navigate their new independence and seek out support when needed.

"When the trigonometry professor refused to accommodate me for my dyscalculia, I reached out to the community college's disability services office. I also talked to the dean of students. I looked for and found the people at the school who were empowered and prepared to step in when issues like this arise." -Savannah Treviño-Casias, psychology major in Arizona

CHALLENGES

1. Success in college and the workplace is heavily influenced by internal resilience factors such as temperament and self-perception.

As noted earlier in this report, individuals with learning and attention issues are as smart as their peers and, with the right support, can achieve at high levels.

But low self-esteem and low expectations help explain why young adults with learning disabilities^ attend four-year colleges at half the rate of the general population and why those who do attend college are less likely to complete it. ¹ Challenges related to self-determination also help explain why adults with learning disabilities are more likely to have semi-skilled part-time jobs ²-or to have left the workforce completely-than their peers without learning disabilities. ³

Researchers are learning more about how resilience can help individuals with learning and attention issues persist and succeed in college or the workplace. ⁴ Characteristics of resilience include:

Having a positive temperament

Recognizing that a disability is not something you "grow out" of

Identifying and using accommodations^ and strategies

Knowing how to self-advocate in school or at work

External influences such as family members, educators and community groups can have a significant impact on individuals with learning and attention issues as they make decisions related to school or work. When students struggle academically or socially, research indicates that having a supportive parent, mentor or other caring adult is one of the strongest protective factors that help them remain resilient.

One way schools and communities can help shape students' self-image is by emphasizing their strengths instead of just focusing on their weaknesses. More research is needed in this area, but helping students believe in themselves may be as important as making them aware of available resources and how to access them.

"Stigma experienced by students with learning and attention issues can be pervasive and can affect many aspects of their lives and self-perception. It's harder-but all the more important-to teach self-advocacy to someone with low self-esteem."

Vice president of educational research and innovation at Landmark College

2. Stigma and other factors deter many undergraduates from accessing key resources in college, where only one-fourth of students with specific learning disabilities (SLD) disclose that they have a disability.

Up through 12th grade, school districts are responsible for identifying students with disabilities. But after high school, the responsibility shifts to the young adults themselves. They need to be proactive and disclose their disability to receive accommodations in college or the workplace.

The National Longitudinal Transition Study (NLTS2) followed approximately 12,000 students receiving special education for 10 years as they transitioned from high school to adult life. ⁵ Students who were identified in high school as having SLD accounted for the largest portion (67%) of the study's participants who enrolled in some type of postsecondary education. ⁶ However, only one-fourth of students with SLD informed their college that they have a disability.

"Our study found that most students with learning disabilities did not self-identify when they got to college. The few who disclosed were just the tip of the iceberg."

Senior education researcher at SRI International who directed the NLTS2

Recent research confirms the low rates of disclosure identified by the NLTS2. Of the 1 in 9 undergraduates (11.1%) who disclosed any kind of disability to their college in 2011-2012, only 1 in 20 (4.8%) reported having learning disabilities even though it is the largest disability category for K-12 students. ⁷ More research is needed to understand why students were more likely to report having other kinds of "invisible" disabilities including mental illness/depression (30.8%) or ADHD^ (21.8%). ⁸

Why Don't Undergraduates Disclose Their SLD?

Studies of disclosure rates indicate there are many reasons why students who were identified in high school with SLD don't tell their college they have a disability. ⁹ These reasons include:

Wanting to establish an identity independent of disability status

Shame or fear of being perceived as lazy or unintelligent or of getting an unfair advantage by requesting accommodations

Fear of receiving no response or a negative response from faculty who may not know much about certain disabilities or about the laws that protect against discrimination

Underestimating how important accommodations are to their academic success

Not knowing what kinds of disability services are available in college or how to access them

Having a high school transition plan^ that does not specify needed postsecondary accommodations and supports

Armed with the knowledge that many undergraduates with learning disabilities do not disclose their disability, colleges can do more to support students with undisclosed disabilities. Research indicates at least three ways colleges can help:

First, colleges should encourage all students to use resources such as writing labs or math labs. Research shows that students with learning disabilities who use these universally available resources-which can be accessed by any student, regardless of disability disclosure-are more likely to be successful in completing postsecondary school. ¹⁰

Second, colleges should engage in outreach efforts to (a) provide information to students about how to apply for accommodations, and (b) raise awareness among faculty about learning and attention issues and services and supports that are available, so they can encourage students to take advantage of these resources.

Third, colleges should increase their efforts to integrate all incoming students into the campus community. Research suggests that students with disabilities who interact with faculty and students outside of class may be more likely to persist from the first year to the second year of college than students who experience little or no academic or social integration. ¹¹

3. Applying for accommodations can be a cumbersome process, and students who don't receive support early face an increased risk of not graduating.

Most two-year and four-year colleges enroll students with disabilities and provide accommodations such as extended time on tests, classroom note-takers and tutoring to help develop learning strategies or study skills. ¹² However, even undergraduates who disclose their disabilities often have trouble accessing the kinds of services and supports they received in high school. This table describes common obstacles to applying for or receiving accommodations in college.

Lack of information about disability services

In an unpublished NCLD survey conducted in 2016, 45% of parents whose children were seeking college accommodations said it was difficult to find information about disability services in college.

The RISE Act, which was introduced in December 2016 and is discussed in detail lower down in this chapter, would provide funding to create a one-stop resource for information about disability services in college. These services include providing textbooks and other materials in digital formats-often powered by nonprofits like Bookshare and AMAC -and assistive technologies such as text-to-speech software to ensure accessibility for individuals with print disabilities.

Documentation requirements

Less than half of colleges that require documentation of a disability accept an IEP or 504 plan as sufficient, stand-alone verification. ¹³ Some colleges will not accept evaluations that are more than three years old. Others require diagnostic data that are normed for adults rather than K-12 students. These requirements are unnecessarily burdensome, especially in light of the fact that private evaluations are costly and may be out of reach for many undergraduates.

Best practices call for colleges and universities to accept K-12 documentation or even students' own narrative of their experience as evidence of their disability and the accommodations and supports they need to succeed in postsecondary settings. ¹⁴ The RISE Act would require all colleges to accept an IEP or 504 plan as proof of a disability so students don't need to undergo additional evaluations.

Different standards

Colleges vary greatly in their disability determinations and are often far more restrictive than high schools in granting accommodations.

These differences are often due to a lack of oversight and to a lack of knowledge among faculty and other personnel about the nature of learning disabilities and ADHD.

Several studies underscore the importance of accessing disability services early in an undergraduate's education:

One study of undergraduates at a large state university found that the risk of not graduating within six years was 3.5 times higher for students who waited until after their first year in college to request accommodations.¹⁵

Another study grouped students based on when they began receiving support and found that the mean GPA was highest for students who were early disclosers.¹⁶

Among students with learning disabilities and ADHD, those who attended a learning support center had higher GPAs than those who did not use such services.¹⁷

An analysis of 2006-2011 data found that the GPAs of students with learning disabilities and ADHD who used support services such as study skills tutoring, coaching, writing and math lab, and academic advising increased with each hour of support services.¹⁸

For these reasons, it is essential for incoming students to be made aware of the kinds of services available as well as how to request them.

4. Working-age adults with learning disabilities are twice as likely to be jobless as their peers who do not have disabilities.

Stigma, accessibility issues in the workplace and lower rates of high school and college completion can negatively impact employment outcomes for adults with learning and attention issues. Self-determination and the knowledge and skills needed to request workplace accommodations also play critical roles in preparing high school students for success in the workplace. ¹⁹

According to an analysis of 2010 census data, only half (46%) of working-age adults with learning disabilities were employed, compared to 71% of adults without learning disabilities. ²⁰ The analysis also found that adults with learning disabilities were twice as likely to have dropped out of the labor force completely as compared to their peers without learning disabilities.

More research is needed to understand why the employment disparity is so stark. To the extent that employers may be reluctant to hire workers with disclosed learning disabilities, a 2013 survey by the Organisation for Economic Co-operation and Development (OECD) indicates that such attitudes are shortsighted. While adults with a diagnosed learning disability in the U.S. were about twice as likely to have low skills in literacy and numeracy as adults without disabilities, the report noted that "it is striking that fully two-thirds of those with diagnosed learning disabilities are not low-skilled in literacy, with some (around 6%) performing at the highest levels." ²¹

The employment disparity also is far less pronounced among those who graduate from college. One study that looked only at college graduates with learning disabilities reported that of the 500 participants, 75% were employed full-time and the unemployment rate among this group was in fact slightly better than the national rate. ²² However, while nearly three-fourths of the study's participants indicated that their learning disabilities impacted their job in some way, less than 10% requested accommodations. Some respondents who did not self-disclose indicated there was no need to do so, while others said they did not self-disclose out of fear of negative impact on relationships with coworkers, supervisors, or clients.

19% of young adults with learning disabilities reported that their employers were aware of their disability

5% of young adults with learning disabilities reported that they were receiving accommodations in the workplace

Other studies also show a reluctance to disclose disabilities and seek out accommodations. According to NLTS2, just 19% of young adults with learning disabilities reported that their employers were aware of their disability, and only 5% reported that they were receiving accommodations in the workplace. ²³ Fear of stigma is likely a contributing factor. But so is lack of awareness about job accommodations. More research is needed to expand on small-scale studies that found over two-thirds of adults with learning disabilities had either never heard of the Americans with Disabilities Act (ADA) or did not feel confident enough to use it to secure needed accommodations. ²⁴

OPPORTUNITIES

1. Self-advocacy and other factors that help students stay in college can be taught, practiced and supported.

More students with learning and attention issues than ever before are going to college. But far too often, these students don't complete their programs of study. Students with learning and attention issues are most successful when they are active self-advocates with a strong network of supporters who believe they can succeed. Developing school- and community-based programs that provide more opportunities to work on self-advocacy skills-and the confidence to use them-will contribute greatly to social and emotional well-being, academic success and career readiness.

Self-advocacy is particularly important for students with learning and attention issues. These students will need accommodations throughout their schooling and in the workforce. To ask for and receive accommodations, these young adults must not only understand their needs but also be able to explain them to others.

Accommodations play a key role in self-regulation, which in turn helps fuel students' persistence. As noted in a 2012 report by the National Research Council, "Students who are self-regulating-who set goals, make plans for reaching their goals, and then monitor and regulate their cognitions and behavior-are more likely to do well on academic tasks." ²⁵

Elementary and secondary schools can help develop self-advocacy skills by:

Fostering a culture of acceptance

Using Universal Design for Learning to help meet the needs of all learners

Changing school climate in ways that help students develop strong relationships with peers and adults

Building opportunities to practice self-advocacy skills in a safe and supportive environment

Self-advocacy begins with students understanding how they think and learn. Research indicates that students with learning and attention issues are four times more likely than other students to struggle with self-confidence, which is also an important predictor of success. ²⁶ For these reasons, it is important to ensure that students are given opportunities to develop a strong sense of self-acceptance and self-worth.

Parents and educators can help with this by fostering a culture of acceptance. Giving students opportunities to explore and understand how they learn can help them begin to develop a "can-do" attitude and a growth mindset, which allows them to persevere when faced with challenges in school and life. Children and young adults need to be taught-and need to practice-self-advocacy skills in a safe place, knowing they will be supported, with teachers and other caring adults and peers by their side.

More colleges are creating programs to help young adults with learning and attention issues stay in school and on track to graduate. These programs not only help students adjust to the changes in expectations and responsibilities that occur during the transition from high school to higher education-they also ensure that faculty are prepared to work with students and provide accommodations as needed.

NCLD's Student Voices

In 2015, NLCD surveyed young adults with learning and attention issues to discover which factors contribute to successful transition outcomes. Participants in the Student Voices study were asked to reflect on their experiences in the years immediately before and after leaving high school. Three common themes emerged among those who had successfully transitioned to college or the workforce: a supportive home life, a strong sense of self-confidence and a strong connection to friends and community. ²⁷

The study points to the critical importance of factors beyond academic achievement in understanding the characteristics and needs of this population. The findings, which are consistent with data about dropout rates, emphasize the role of social and emotional factors in supporting school completion.

In highlighting self-confidence as one of the keys to success, Student Voices reinforces the value of encouraging students to help lead transition planning and the importance of self-advocacy in general.

2. Transition planning is critical to preparing students with disabilities for life after high school, and some states are starting early.

IEP teams must develop transition plans that include:

Measurable postsecondary goals that acknowledge the students' needs, preferences and interests

Any transition services (including courses of study) needed to assist students in reaching those goals

A summary of performance (SOP) that includes recommendations on how to help graduates meet their postsecondary goals; this document may help students obtain accommodations in college or vocational rehabilitation services

For decades, federal law has acknowledged the importance of helping students with disabilities plan for the transition to life after high school. Under the Individuals with Disabilities Education Act (IDEA), an Individualized Education Program^ (IEP) must include postsecondary transition plans by the time students turn 16. Some states require earlier start dates. For example, Wisconsin requires IEPs to include transition plans by the time students turn 14. ²⁸

As with IEPs in general, the formal transition plans that are developed by IEP teams can be powerful tools that help students with learning and attention issues develop the skills they need to thrive in school and in life.

A 2016 analysis of NLTS2 participants found that receipt of transition-planning education in high school and having postsecondary accommodations specified on high school transition plans significantly increased the odds of students with disabilities at two-year colleges seeking and using disability services and other postsecondary supports. ²⁹

Research has also found that taking a concentration of occupationally specific career and technical education courses (four or more credits) in high school increases the odds of students with learning disabilities being employed during the first two postsecondary years. ³⁰

As the field begins to analyze the first wave of high school data from the National Longitudinal Transition Study 2012 (released in March 2017), data from this new study as well as NLTS2 and other sources offer key insights into how transition planning can be improved, as detailed in this table below.

What About 504 Plans?

504 plans are commonly provided to students with ADHD and-at least in Texas-to large numbers of students with dyslexia^. ³¹ But unlike IDEA, Section 504 of the Rehabilitation Act does not require school teams to develop transition plans for every student with a qualifying disability, nor does it require parental involvement.

Too often, students with a 504 plan^ leave high school without formal transition planning or self-advocacy skills. Help in these areas may be particularly important for students with ADHD, which affects executive functioning and time-management skills that are vital for success in college or the workplace. Stigma may also make students with ADHD less likely to ask for help.

It's important and possible to provide transition planning to students with 504 plans as well as to students with IEPs. Schools should help all students with disabilities-but especially those with learning disabilities and ADHD-develop self-advocacy skills and build independence.

In January 2017, the U.S. Department of Education published a comprehensive guide to help students with disabilities transition to postsecondary education and employment. The guide offers many resources and includes a full discussion of such topics as education and employment goals, vocational rehabilitation, rights and responsibilities, and financing. ³²

3. Changes in high-stakes testing may increase college and workforce opportunities for students with disabilities.

Many students with learning and attention issues have encountered significant hurdles when they request accommodations on high-stakes tests such as the SAT or ACT, as well as licensing exams for cosmetology and other trades. Failure among testing entities to understand and meet their obligations under ADA can limit the opportunities available to individuals with disabilities.

In response to "excessive and burdensome documentation demands" and other complaints, the U.S. Department of Justice (DOJ) issued a technical assistance brief in 2015. This document clarified several points, including:

In 2015, DOJ made clear that a history of academic success is not a reason to deny testing accommodations to a person with a disability:

"For example, someone with a learning disability may achieve a high level of academic success, but may nevertheless be substantially limited in one or more of the major life activities of reading, writing, speaking, or learning, because of the additional time or effort he or she must spend to read, write, speak, or learn compared to most people in the general population."

Testing entities are obligated to provide accommodations under ADA for any exam related to licensing, certification or credentialing for secondary or postsecondary education, professional or trade purposes.

Testing entities are prohibited from flagging scores for individuals with disabilities who receive accommodations.

Proof of past test accommodations is generally sufficient in a student's request for current test accommodations.

DOJ also hosted a webinar about key ADA provisions to help state leaders in K-12 education learn more about accommodations on standardized tests. The webinar also asked states and schools to report inappropriate denials of test accommodations to DOJ.

Testing entities have responded by streamlining the way students apply for accommodations. Some tests are also incorporating accessibility features and other design changes that are likely to benefit students with learning and attention issues. The table below details some of the recent changes.

TYPE OF STANDARDIZED TESTING

RECENT CHANGES

State testing

ESSA allows states to approve school districts' use of a national test like the SAT or ACT in place of their statewide assessment for high school students. This could benefit students with learning and attention issues in several ways. If a school district chooses to use a nationally recognized test:

All students would take the test before graduating from high school.

Students with disabilities would receive the same accommodations they receive on all other tests.

The scores would be able to be used to apply for college-and can't be considered invalid even if certain accommodations are used.

26 states participate, as of the 2016-2017 school year, in one of the two Common Core State Standard consortia-the Partnership for Assessment of Readiness for College and Careers (PARCC) or Smarter Balanced Assessment Consortium-which encourage the use of computer-based testing.

Built-in accessibility features are part of both the PARCC and Smarter Balanced tests. Some features such as spell-check and magnified text are available to all students. Other features can be activated as needed to accommodate students with disabilities.

Universal Design for Learning (UDL) is also part of both the PARCC and Smarter Balanced tests, which are designed to help diverse learners access the content and demonstrate their knowledge.

SAT (a college admissions test)

Accommodation requests will be automatically approved, starting Jan. 1, 2017, for students whose current, formal school-based plan such as an IEP or 504 plan includes testing accommodations. This change applies to all tests administered by the College Board, including the SAT, PSAT and AP exams.³³

ACT (a college admissions test)

Changes to the system for requesting accommodations are expected to speed up the process by 10 days.³⁴

Other streamlining initiatives, announced in May 2016, aim to reduce the amount of material school officials need to send in order to support a request for accommodations.

Disability documentation is still required. As of February 2017, the ACT had not changed its policy of requiring documentation of a disability that was conducted within three academic years of the date of the request.³⁵

GED (a test to earn a credential equivalent to a high school diploma)

The 2014 redesign resulted in a computer-based test that incorporates UDL.

Built-in accessibility tools such as text enlargement and color/contrast changes can be used by any student.

Disability documentation is still required. As of February 2017, the GED had not changed its policy of requiring documentation of a learning disability that is less than five years old and documentation of ADHD that is less than three years old.³⁶

4. The RISE Act would make it easier for students with disabilities to receive accommodations when they transition to college.

The Respond, Innovate, Succeed and Empower Act (RISE Act)-introduced in December 2016 by Senator Bob Casey (D-PA), Senator Orrin Hatch (R-UT), and Senator Bill Cassidy (R-LA)-aims to help students with disabilities succeed in college in two important ways.

First, it would require colleges to accept an IEP or 504 plan as evidence of a disability, which would make it easier and less costly for students to receive accommodations in college.

Second, the RISE Act would provide $10 million to fund the National Center for College Students with Disabilities (NCCSD), which provides information on best practices on how to help students with disabilities succeed as they transition to or attend postsecondary education. This new technical assistance center is designed for prospective and current students with disabilities and their families, as well as teachers and professionals in K-12 and higher education. It will feature:

Online tutorials about topics such as accommodations, documentation and disability rights

A clearinghouse of articles and other resources on higher education and disability

A database of college disability student organizations that will help families know what is available to students at each college

"The RISE Act clears the path for students with disabilities to get the support they need to thrive and succeed in college. No student with a documented disability should have to incur additional costs to prove it when they get to college, and I commend the National Center for Learning Disabilities for working with me on solving this critical issue."

5. WIOA provides meaningful support for students with disabilities as they transition to postsecondary employment.

The Workforce Innovation and Opportunity Act (WIOA) became law in 2014. ³⁷ This law, which seeks to maximize job opportunities for youth and adults with and without disabilities, demonstrates a major federal commitment to strengthening the important connection between education and career preparation. It supports students with disabilities during their transition in several ways:

Requires state vocational rehabilitation (VR) agencies to set aside at least 15% of their program funds to provide pre-employment transition services (Pre-ETS) to help high school students with disabilities make the transition to postsecondary education and employment

Requires that these transition services be made available to all students with disabilities, including those with 504 plans

Requires states to coordinate services including those for youth transitioning from high school to postsecondary education

Improves access to job training, education and employment services for young adults with learning disabilities and other people who have traditionally faced barriers to employment

Ensures-through nearly 2,500 American Job Centers funded by the U.S. Department of Labor-that employment and training services are accessible to people with disabilities

The law also expands services to high school dropouts ages 14 to 24 who are eligible under IDEA or Section 504, and focuses on the need for all youth with disabilities to have more opportunities to practice and improve their workplace skills, to consider their career interests, and to get real-world work experience.

6. Three new resources focus on helping adults with disabilities find employment and succeed in the workplace.

In addition to WIOA, several other initiatives were launched during the last several years that aim to improve employment opportunities for people with disabilities.

WhatCanYouDoCampaign.org
The Campaign for Disability Employment

Funded by the U.S. Department of Labor's Office of Disability Employment Policy (ODEP), the Campaign for Disability Employment is a collaborative effort among several disability and business organizations to encourage employers and others to recognize the value and talent that people with disabilities bring to the workplace. The campaign, which launched in 2009, includes a powerful series of public service announcements and accompanying resources for employers, educators, families, and youth and adults with disabilities.

Employment First
The National LEAD Center

Funded by ODEP, this interactive tool is housed on the National LEAD Center's website and enables visitors to compare national and state data such as the number and percentage of people with and without disabilities who are employed. The LEAD Center is a collaborative of disability, workforce and economic empowerment organizations. It aims to promote systems changes at the state level to improve employment and economic advancement for people with disabilities.

New Section 503 regulations in the Rehabilitation Act of 1973

In 2013, the Department of Labor (DOL) issued a rule with the goal of reducing barriers for individuals with disabilities in the workforce. The rule does several things:

Establishes a goal that all contractors working with the federal government will aim to ensure that at least 7% of the people they employ have disabilities

Requires companies to provide applicants with an opportunity to self-identify as having a disability (before they become employees)

Requires companies to offer employees routine opportunities to voluntarily self-identify as having a disability

Requires companies to compare the number of individuals with disabilities who apply for jobs to the number of those who are hired

Requires contractors to inform subcontractors of these responsibilities

DOL is focused on collecting and analyzing data around the engagement and hiring of individuals with disabilities. Ultimately, DOL hopes these efforts lead to a culture shift concerning disability, disclosure, and hiring practices within the federal government and among its contractors.

For a full discussion of how to address the challenges and opportunities discussed in this chapter, see NCLD's Recommended Policy Changes.
SPOTLIGHT

1. Newman, L., Wagner, M., Knokey, A., Marder, C., Nagle, K. Shaver, D., & Wei, X. (2011). The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School: A Report From the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011-3005). Menlo Park, CA: SRI International.
2. Gregg, N. (2011) Adolescents and Adults with Learning Disabilities and ADHD: Assessment and Accommodation. Guilford Press.
3. Kaye, H.S. (2013). Unpublished data analysis of 2010 data from the U.S. Census Bureau Survey of Income and Program Participation. Data retrieved August 2013.
4. Gregg, N. (2014). Adults with learning disabilities: Factors contributing to persistence. Handbook of Learning Disabilities, 2nd Edition. Guilford Press.
5. Newman, L., Wagner, M., Knokey, A., Marder, C., Nagle, K. Shaver, D., & Wei, X. (2011). The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School: A Report From the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011-3005). Menlo Park, CA: SRI International.
6. Ibid.
7. U.S. Department of Education, National Center for Education Statistics (2014). Profile of Undergraduate Students: 2011-2012. Web Tables, October 2014. RTI International.
8. Ibid.
9. Newman, L. A., Madaus, J. W., Javitz, H. S. (2016). Effect of transition planning on postsecondary support receipt by students with disabilities. Exceptional Children, 82(4), 497-514. doi: 10.1177/0014402915615884; Kranke, D., Jackson, S. E., Taylor, D. A., Anderson-Fye, E., & Floersch, J. (2013). College student disclosure of non-apparent disabilities to receive classroom accommodations. Journal of Postsecondary Education and Disability, 26(1), 35-51; Lightner, K. L., Kipps-Vaughan, D., Schulte, T., & Trice, A. D. (2012). Reasons university students with a learning disability wait to seek disability services. Journal of Postsecondary Education and Disability, 25(1), 145-159; Marshak, L., Van Wieren, T., Ferrell, D. R., Swiss, L., & Dugan, C. (2010). Exploring barriers to college student use of disability services and accommodations. Journal of Postsecondary Education and Disability, 22(3), 151-165.
10. Newman, L. A., Madaus, J. W., Javitz, H. S. (2016). Effect of transition planning on postsecondary support receipt by students with disabilities. Exceptional Children, 82(4), 497-514. doi: 10.1177/0014402915615884.
11. Mamiseishvili, K., & Koch, L. C. (2011). First-to-second-year persistence of students with disabilities in postsecondary institutions in the United States. Rehabilitation Counseling Bulletin, 54(2), 93-105. doi: 10.1177/0034355210382580.
12. Raue, K., & Lewis, L. (2011). Students with disabilities at degree-granting postsecondary institutions: First look. (NCES 2011-018). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.
13. Ibid.
14. Association on Higher Education and Disability (2012). Supporting accommodation requests: Guidance on documentation practices.
15. Hudson, R. L. (2013). The effect of disability disclosure on the graduation rates of college students with disabilities (Doctoral dissertation).
16. Lightner, K. L., Kipps-Vaughan, D., Schulte, T., & Trice, A. D. (2012). Reasons university students with a learning disability wait to seek disability services. Journal of Postsecondary Education and Disability, 25(1), 145-159.
17. Troiano, P. F., Liefeld, J. A., & Trachtenberg, J. V. (2010). Academic support and college success for postsecondary students with learning disabilities. Journal of College Reading and Learning, 40(2), 35-44. doi: 10.1080/10790195.2010.10850329.
18. DuPaul, G., Dahlstrom-Hakki, I., Gormley, M., Fu, Q., Pinho, T., & Banerjee, M. (in press). College students with ADHD and LD: Effects of support services on academic performance. Learning Disabilities Research and Practice.
19. Madaus, J., Gerber, P., & Price, L. (2008). Adults with learning disabilities in the workforce: Lessons for secondary transition programs. Learning Disabilities Research & Practice, 23(3), 148-153. doi:10.1111/j.1540-5826.2008.00272.x.
20. Kaye, H.S. (2013). Unpublished data analysis of 2010 data from the U.S. Census Bureau Survey of Income and Program Participation. Data retrieved August 2013.
21. Organisation for Economic Co-operation and Development (2013). Time for the U.S. to Reskill?: What the survey of adults says. OECD Skills Studies, OECD Publishing. doi: 10.1787/9789264204904-en.
22. Madaus, J. W. (2006). Employment outcomes of university graduates with learning disabilities. Learning Disability Quarterly, 29, Winter, 19-31.
23. Newman, L., Wagner, M., Knokey, A., Marder, C., Nagle, K. Shaver, D., & Wei, X. (2011). The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School: A Report From the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011-3005). Menlo Park, CA: SRI International.
24. Price, L. A., Gerber, P. J., Mulligan, R. (2007). Adults with learning disabilities and the underutilization of the Americans with Disabilities Act. Remedial and Special Education, 28(6), 340-344.
25. National Research Council (2012). Improving adult literacy instruction: Options for practice and research. Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy. Lesgold, A. M., & Welch-Ross, M. (Eds.) Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
26. National Center for Learning Disabilities (2015). Student voices: A study of young adults with learning and attention issues - Executive summary. New York: National Center for Learning Disabilities.
27. Ibid.
28. Wisconsin Department of Public Instruction (no date). Transition planning for students with disabilities.
29. Newman, L. A., Madaus, J. W., Javitz, H. S. (2016). Effect of transition planning on postsecondary support receipt by students with disabilities. Exceptional Children, 82(4), 497-514. doi: 10.1177/0014402915615884.
30. Wagner, M. M., Newman, L. A., & Javitz, H. S. (2016). The benefits of high school career and technical education (CTE) for youth with learning disabilities. Journal of Learning Disabilities, 49(6), 658-670. doi: 10.1177/0022219415574774.
31. Texas Education Agency (2014). The dyslexia handbook: Procedures concerning dyslexia and related disorders. Austin, TX.
32. U.S. Department of Education, Office of Special Education and Rehabilitative Services (2017). A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities. Washington, D.C.
33. College Board (2016, December 01). College Board simplifies process for test accommodations.
34. ACT (2016, May 24). ACT announces improvements to the ACT test accommodations system.
35. ACT (2016). Policy for documentation.
36. GED Testing Service (no date). Documentation guidelines for GED testing service test accommodations (reasonable adjustments).
37. The WIOA replaced the Workforce Investment Act of 1998 and amended the Rehabilitation Act of 1973.

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Transitioning to Life After High School - NCLD

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Transitioning to Life After High School After 12th grade, individuals with learning and attention issues will only receive accommodations^ in college or the workplace if they disclose their disabilities. But many students leave high school without the self-awareness, self-advocacy skills or self-confidence to successfully navigate their new independence and seek out support when needed.

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Postsecondary Options for StudentsWith Disabilities (ASCA Webinar Series)

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Postsecondary Options for StudentsWith Disabilities (ASCA Webinar Series)

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Two years ago, my oldest son graduated from high school. I watched proudly as he used his self-determination skills to choose a major and enroll at a college that was an eight-hour drive from home. I stood back and watched . . . as he failed miserably. He returned home after just one semester at college.

While this failure felt terrible at the time, it ended up being the driving force behind the creation of a new high school transition program for students with mild to moderate disabilities.

My son has had an Individualized Education Program (IEP) since second grade. He's a super smart kid, cursed with my executive functioning challenges and ADHD. I thought he was well-prepared for the transition to life after high school, but soon realized I was wrong. So wrong.

I should have known things were going south when my son told me he wasn't going to apply for assistance in college (students with IEPs in high school can usually get services in college, too). I encouraged him to change his mind but, instead, he said, "It's time for me to write this chapter, Mom." In other words, he was tired of everyone being up in his business. He wanted to go it alone.

There were other warning signs. He stopped taking the medication that helped him concentrate. I knew, because the monthly withdrawal for his prescription from my checking account stopped. His communications with me became more infrequent. When I saw some of his friends around town, they mentioned they were actively playing video games with him online. When he left home, I had proudly noted that he hadn't taken his gaming console with him. I found out later that he had simply switched to playing games using his computer. That kid was crafty.

The laws change when a student with disabilities turns 18. Legally, I couldn't get information about him from the college unless I was prepared to go to court. I tried not to pry, but when you're footing the bill, it's reasonable to wonder how your investment is doing.

Finally, two months into his college adventure, my son told me that it wasn't working out and he was going to drop out. I was devastated but not surprised.
Transition Stories
I am not alone. Many parents of students with IEPs have experienced similar frustrations with the transition process after high school and with the progress of their children.

For example, James* has a 20-year-old daughter named Christina, who has severe cognitive delays. Christina will age out of the school supports she receives next year on her 21st birthday. Despite this upcoming deadline, Christina has never worked a paying job. The work program that her school has enrolled her in is a "job sampling" program, which lets her try out a variety of jobs for just FOUR HOURS PER WEEK. So far, she's worked in a retail store, a pet supply store, and now for a resort in housekeeping. None of these jobs have offered paid employment. James wants to see his daughter living on her own, in a group home and earning money to help support herself. After all, he says, "I won't be around forever and then who will take care of her? The state? Yeah, right."

Tom, another parent I know, was so frustrated with the employment options available to his son with Autism Spectrum Disorder (ASD) that he and a business partner bought an old furniture warehouse, then designed a program for their son and other young adults like him. Now, close to 20 students from the local school district have meaningful, inclusive, paid employment assembling and packing materials for a variety of companies.
The Statistics
Of course, not everyone has the resources to find places for their kids to work, or to buy a warehouse to create a program. By law, students are supposed to start transition planning in high school at age 14 or 16 (depending on the state). This happens, but to varying degrees. There are no national transition standards and the metrics on whether kids are successful in their post-school lives vary almost as much as the kids themselves. Further complicating things is that the fact that way a school decides whether a student is prepared for life after high school depends on completely different sets of metrics. For example, some high schools have alternate high school diploma programs.

In the United States, outcomes for young adults with disabilities after high school are not favorable. According to the National Center for Special Education Research:

Graphic: ONEder. Data: National Center for Special Education Research.

There is hope, however, for individuals with disabilities to live meaningful and engaged lives after high school. According to the National Council on Disability (NCD), "It takes more than a special education teacher or a transition specialist to improve these practices-it takes the entire school community." NCD research outlines several practices shown to improve outcomes for the over six million students nationwide with disabilities. These evidence-based practices include:

Graphic: ONEder. Data: National Council on Disability.

ONEder Academy
More Resources from ONEder

Like other parents, I was frustrated for my oldest son. And I worried about my youngest son, who also had an IEP, and was only a year behind him. Not to mention the concern I felt for other students with disabilities who didn't have the kind of support networks my kids have!

I looked for school-based programs, but my sons were considered too "high functioning" for life skills classes or job prep classes. I looked for other courses they might take, but most of the transition programming looked like it was from 1950 and was focused primarily on specific job skills: How to stack shelves, How to clean a toilet, How to dust.... I wanted more of a people skills focus for my sons, and others like them. But there weren't many options.

After searching fruitlessly for a way to make a difference, I collaborated with a team of professionals at ONEder to create a high school transition program for students with mild to moderate disabilities. ONEder Academy's transition curriculum focuses on the soft skills all students need to be successful as they transition to life after high school, organized into eight courses:

Every course is aligned to standards and a research-based outcome. And they include real life scenarios-many of which came from the experiences of my sons or my friends' children-not some theory with no basis in reality.

My oldest son is doing better. He has a full-time job and his own apartment with a group of friends. He's still not sure about college, but I'm enjoying his employee discount at a coffee shop while he figures it out. We will see how my younger son's transition goes this fall when he starts college at a nearby state school in a program designed to help kids with IEPs get the support they need to be successful. I'm hopeful, because for us, transition isn't just our passion; it's personal.
*No real names are used in this article to protect the identity of the students.

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A New Curriculum Helps Students With Disabilities Transition to Life After High School - EdSurge News

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Two years ago, my oldest son graduated from high school. I watched proudly as he used his self-determination skills to choose a major and enroll at a college that was an eight-hour drive from home. I stood back and watched . . . as he failed miserably.

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Psychological Tips for Children and Adolescents' Emotions

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Psychological Tips for Children and Adolescents' Emotions

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An infographic which shows some ways to help children and adolescents to understand and cope with related emotions stemming from a public emergency.

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Ideas & Tips for Families on Social-Emotional Skills

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Ideas & Tips for Families on Social-Emotional Skills

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Tips & suggestions on how to address and manage social emotional skills at home. They give you concrete ways to communicate appropriate feelings and behaviors and develop coping skills.

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“First Aid for Feelings” is a workbook for children designed to help do just that. By using the simple coping strategies found in this workbook, you can encourage children to express thoughts, questions, and feelings. These life skills may help reduce and manage children’s stress or anxiety, and provide some sense of control within their changing lives.

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Here you will find a host of free, fun activities and resources to support the development of speech, language, and listening skills in people of all ages with a hearing loss.

The Listening Room features three sections with content created specifically for their respective age groups: Infants & Toddlers, Kids, and Teens & Adults.

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Welcome to
The Listening Room!

Here you will find a host of free, fun activities and resources to support the development of speech, language, and listening skills in people of all ages with a hearing loss.

The Listening Room features three sections with content created specifically for their respective age groups: Infants & Toddlers, Kids, and Teens & Adults.

Log in to get started or register now to create your free account.

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Here you will find a host of free, fun activities and resources to support the development of speech, language, and listening skills in people of all ages with a hearing loss. The Listening Room features three sections with content created specifically for their respective age groups: Infants & Toddlers, Kids, and Teens & Adults.

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ATIA Free Unlimited Access to recorded webinars

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ATIA Free Unlimited Access to recorded webinars

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Code: PDFLMTSS21
Join TLC staff along with your school therapist or teachers in collaborative Zoom Assistive Technology Club sessions once a course has been completed. American Speech-Language-Hearing Association Continuing Education Units are available.

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The Technology & Learning Connections (TLC) Team supports learning for all students in a universal education setting using assistive technology, accessible educational materials, instructional and learning technologies in a multi-tiered system of supports.

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IDEA requires Transition Services to be "results-oriented" to "facilitate the child's movement from school to post school activities . . ." [
1] The law requires that the IEP Transition Services be in place by (before) the child's 16th birthday.[ 2]

As we enter the second half of the school year, many parents hear the clock ticking louder and louder as graduation nears. We hope you have been working closely with your child's IEP team through high school to ensure that appropriate transition goals have been established and your child's progress toward these goals has been measured and documented.

In this article, we provide you with two checklists and some advice to help your child make a successful transition from school to employment or further education.

The Individuals with Disability Education Act (IDEA) describes the required components of the transition plan. During your child's high school years, it is essential that the IEP team adhere to these requirements.

The student must be invited to participate in IEP meetings to discuss his/her goals for life after high school.

You may request several IEP/Transition Planning meetings during the school year.

You may invite representatives of local agencies to these IEP meetings to discuss transition goals and services to support those goals.

The IEP, including the transition plan, should be based on person-centered planning, and reflect the student's interests and skills.

The work experiences or "community based work assessments" (CBWAs) chosen should be based on the student's interests and abilities. Students should NOT be placed in a community based work assessment simply because it is available.

Any placement should help the student develop skills in a setting that is of personal interest to him/ her and where his/her unique abilities can be successfully utilized and improved with job coaching.

Annual transition goals in the IEP should lead to successful post- high school outcomes.

Progress should be documented and measurable.

Ask for progress reports about your child's community based work experience. Discuss with the IEP team how your child will meet the goal of being employed after graduation, without a lapse in supports and services.

Maintain a portfolio and resume of your child's experiences, progress reports, and favorable reviews from your child's supervisors.

While IDEA provides the legal requirements for transition services to support your child's goals of employment in the community or further education, there are several things that parents and students must do to prepare for life after high school.

Confirm the date of your child's graduation. Federal law states that your child's eligibility for special education ends when s/he graduates from high school with a regular diploma or until the child reaches the age of eligibility for a free appropriate education under State law.

Clarify whether your child will receive a regular high school diploma or a certificate of attendance.

Clarify that you child will be able to fully participate in the graduation ceremony.

Find out what local agencies provide job coaching for transitioning youth. Contacting adult provider agencies before your child graduates or "ages out" will help to ensure that your child will continue to receive services after graduation. This may also prevent your child from being placed on a long waiting list for adult services.

You are entitled to invite representatives from other agencies to your child's IEP meetings.

If the IEP Team, which includes the parents and the child, determine that your child's transition needs can be met by participating in transition programs on college campuses or in community based settings, these services should be included in the child's IEP.[3]

If your child has a supports coordinator from your local office of Mental Health, Behavioral Health, or Intellectual / Developmental Disabilities, invite the supports coordinator to IEP meetings during the last year of high schoo, if appropriate. This person can help to coordinate post-high school support services.

If your child will be eligible for services through Vocational Rehabilitation, schedule an appointment for an intake interview and file the necesssary paperwork with the Office of Vocational Rehabilitation ahead of time. Request that a Vocational Rehabilitation counselor attend the IEP meeting no later than spring of the your child's last year in high school.

Discuss your child's transportation needs. If s/he will need assistance getting to and from work, request and fill out applications for public transportation services.

Request information about social/recreational opportunities for young adults with disabilities in your community. Ask for their contact information.

Request information about post-high school training programs at local vocational schools, community colleges, business schools, and state-affiliated training schools.

When your child graduates from high school, you and your graduate should celebrate accomplishments -- and the transition to adulthood.

With the new emphasis on transition planning in IDEA 2004, and online resources such as www.wrightslaw.com, more students with disabilities are preparing for further education, employment and independent living as productive, active members of their communities.

Having a 504 AND an IEP senior year can help the transition to post-secondary education.

IDEA 2004 Transition guidelines are summarized at Learn about http://www.ncset.org/publications/related/ideatransition.asp

transition, transition services and transition planning with articles, dozens of free publications, cases, and assistance for college-bound students with disabilities.

Learn more about the Individuals with Disabilities Education Act (IDEA 2004)

Jennifer Graham is a transition consultant and was the editor of "Transition Map" when the website was originally conceived. Her son successfully transitioned to community-based employment in June 2006.

Pete Wright is an attorney who represents children with special educational needs. Pete is the co-author of Wrightslaw: Special Education Law, 2nd Edition (2007), Wrightslaw: IDEA 2004, (2005), Wrightslaw: From Emotions to Advocacy, 2nd Edition (2005) and Wrightslaw: No Child Left Behind (2003).

[1] Definition of Transition Services in the IDEA 2004 regulations

(a) Transition services means a coordinated set of activities for a child with a disability that-

(1) Is designed to be within a results-oriented process, that is focused on i mproving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post school activities, including postsecondary 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 needs, taking into account the child's strengths, preferences, and interests; and includes-
(i) Instruction;
(ii) Related services;
(iii) Community experiences;
(iv) The development of employment and other post-school adult living objectives; and
(v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

(b) Transition services for children with disabilities 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. (34 C.F.R. §300.43)
( Wrightslaw: Special Education Law, 2nd Edition, page 203)

In IDEA 2004, the definition of Transition Services is at 20 U. S .C. §1401(34).
( Wrightslaw: Special Education Law, 2nd Edition, page 56)

For children who receive protections under Section 504, see Section 504 at 29 U. S. C. § 705. Definitions (37))

[2] Transition Services in Individualized Education Programs.

§300.320. Definition of individualized education program.

. . . .

(b) Transition services. 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) The transition services (including courses of study) needed to assist the child in reaching those goals. (34 C.F.R. §300.320)
( Wrightslaw: Special Education Law, 2nd Edition, page 246)

In IDEA 2004, the requirements about Transition services in the IEP is at 20 U. S .C. §1414(d)(1)(A)(VIII).
( Wrightslaw: Special Education Law, 2nd Edition, page 100-101)

[3] See the Commentary about Transition Plans in the Federal Register, page 46668.
https://www.wrightslaw.com/idea/comment/46661-46688.reg.320-328.ieps.pdf

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Transition Planning: Setting Lifelong Goals by Jennifer Graham and Pete Wright, Esq. - Wrightslaw.com

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IDEA requires Transition Services to be "results-oriented" to "facilitate the child's movement from school to post school activities . . ." [ 1] The law requires that the IEP Transition Services be in place by (before) the child's 16th birthday.[ 2] As we enter the second half of the school year, many parents hear the clock ticking louder and louder as graduation nears.

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Many parents and teachers are not aware that IDEA requires schools to help your child during transition. IDEA requires transition assessments, goals, and services in your child's IEP before he turns 16.

As a parent, you have an important part in the transition assessment process. You have a unique perspective about your child.

When you share information about your child with the IEP team, you help the team select appropriate tests for the transition assessment.
The right tests will provide information that is needed to create a good transition plan. What tests should be included in your child's transition assessment?
Your child's IEP team should select tests and assessments to clarify your child's interests, strengths, preferences, and priorities.

Each child is different so there are no required tests that must be included in a transition assessment.

Think about your child's knowledge and skills in areas like these:

Career awareness, workplace readiness, job-seeking strategies

College and vocational education

House, food, clothing, health, physical care.

You and the school team need to consider your child's adaptive behavior and self-determination skills, including skills in:

Goal setting

Problem solving

Self-advocacy

Independence and daily living skills

Communication and social skills

There are thousands of tests and inventories to use for transition assessments like The Brigance Transition Skills Inventory (TSI).

Turn to Chapter 14, Transition Assessments, in Wrightslaw: All About Tests and Assessments, 2nd Edition.

Learn more about your parent role in transition assessment and how assessments are a step to helping your child set goals for the future.

Print Book

Book + PDF

Kindle

ePub

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What is My Parent Role in Transition Assessments?

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Many parents and teachers are not aware that IDEA requires schools to help your child during transition. IDEA requires transition assessments, goals, and services in your child's IEP before he turns 16. As a parent, you have an important part in the transition assessment process. You have a unique perspective about your child.

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(1) Is 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;

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Center for Parent Information & Resources

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Center for Parent Information & Resources

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Link-checked, February 2018 About transition in Spanish | Sobre transición en español
Life is full of transitions, and one of the more remarkable ones occurs when we get ready to leave high school and go out in the world as young adults. When the student has a disability, it's especially helpful to plan ahead for that transition. In fact, IDEA requires it.
Quick-Jump Index
A Quick Summary of Transition

Transition services are intended to prepare students to move from the world of school to the world of adulthood.

Transition planning begins during high school at the latest.

IDEA requires that transition planning start by the time the student reaches age 16.

Transition planning may start earlier (when the student is younger than 16) if the IEP team decides it would be appropriate to do so.

Transition planning takes place as part of developing the student's Individualized Education Program (IEP).

The IEP team (which includes the student and the parents) develops the transition plan.

The student must be invited to any IEP meeting where postsecondary goals and transition services needed to reach those goals will be considered.

In transition planning, the IEP team considers areas such as postsecondary education or vocational training, employment, independent living, and community participation.

Transition services must be a coordinated set of activities oriented toward producing results.

Transition services are based on the student's needs and must take into account his or her preferences and interests.

Not enough detail? We can fix that! Keep reading...

IDEA's Definition of Transition Services

Any discussion of transition services must begin with its definition in law. IDEA's definition of transition services appears at §300.43. It's rather long but see it in its entirety first, and then we'll discuss it in parts.
§300.43 Transition services.
(a) Transition services means a coordinated set of activities for a child with a disability that-

(1) Is 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 postsecondary 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 needs, taking into account the child's strengths, preferences, and interests; and includes-

(i) Instruction;

(ii) Related services;

(iii) Community experiences;

(iv) The development of employment and other post-school adult living objectives; and

(v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

(b) Transition services for children with disabilities 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.

Considering the Definition

A number of key words in the definition above capture important concepts about transition services:

Activities need to be coordinated with each other.

The process focuses on results.

Activities must address the child's academic and functional achievement.

Activities are intended to smooth the young person's movement into the post-school world.

You can also see that the definition mentions the domains of independent and adult living. The community.... employment.... adult services... daily living skills... vocational... postsecondary education. This clearly acknowledges that adulthood involves a wide range of skills areas and activities. It also makes clear that preparing a child with a disability to perform functionally across this spectrum of areas and activities may involve considerable planning, attention, and focused, coordinated services.

Note that word-coordinated. We italicised it above because it's very important. Transition activities should not be haphazard or scattershot. Services are to be planned as in sync with one another in order to drive toward a result.

What result might that be? From a federal perspective, the result being sought can be found in the very first finding of Congress in IDEA, which refers to "our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities." [20 U.S.C. 1400(c)(1)] Preparing children with disabilities to "lead productive and independent adult lives, to the maximum extent possible" is one of IDEA's stated objectives. [20 U.S.C. 1400(c)(5)(A)(ii)]

Students at the Heart of Planning Their Transition

For the students themselves, transition activities are personally defined. This means that the postsecondary goals that are developed for a student must take into account his or her interests, preferences, needs, and strengths. To make sure of this, the school:

must invite the youth with a disability to attend IEP team meeting "if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under §300.320(b)," and

"must take other steps to ensure that the child's preferences and interests are considered" if the child is not able to attend [§300.321(b)].

As you keep reading below, keep the importance of student involvement in mind, because there are many excellent materials and guides available to help students become involved in their own transition planning...and many good reasons to do so. To connect with that info:

When Must Transition Services Be Included in the IEP?

What's not apparent in IDEA's definition of transition services but nonetheless critical to mention is the timing of transition-related planning and services: When must transition planning begin?

The answer lies in a different provision related to the content of the IEP. From §300.320(b):

(b) Transition services. 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) The transition services (including courses of study) needed to assist the child in reaching those goals.

So, the IEP must include transition goals by the time the student is 16. That age frame, though, is not cast in concrete. Note that, in keeping with the individualized nature of the IEP, the IEP team has the authority to begin transition-related considerations earlier in a student's life, if team members (which include the parent and the student with a disability) think it is appropriate, given the student's needs and preferences.

A Closer Look at What to Include in the IEP

Breaking the provisions at §300.320(b) into their component parts is a useful way to see what needs to be included, transition-wise, in the student's IEP. This is also where the rubber meets the road, so to speak, because what's included in the IEP must:

state the student's postsecondary goals (what he or she hopes to achieve after leaving high school);

be broken down into IEP goals that represent the steps along the way that the student needs to take while still in high school to get ready for achieving the postsecondary goals after high school; and

detail the transition services that the student will receive to support his or her achieving the IEP goals.

Writing goal statements can be a challenging business, because it's not always obvious what needs to be included in a goal statement. Goal-writing is a topic worthy of an entire discussion on its own. To shed light on how to write transition-related goals statements--both postsecondary goals and the corresponding IEP goals--we prepared just such a page.

To connect with info and examples on writing transition goal statements:

The Domains of Adulthood to Consider

The definition of transition services mentions specific domains of adulthood to be addressed during transition planning. To recap, these are:

postsecondary education,

vocational education,

integrated employment (including supported employment),

continuing and adult education,

adult services,

independent living, or

community participation.

These are the areas to be explored by the IEP team to determine what types of transition-related support and services a student with a disability needs. It's easy to see how planning ahead in each of these areas, and developing goal statements and corresponding services for the student, can greatly assist that student in preparing for life after high school.

Need more info about any one or all of these domains?

Try our separate pages on:

Types of Activities to Consider

Remember that IDEA's definition of transition services states that these are a "coordinated set of activities" designed within a results-oriented process? Specific activities are also mentioned, which gives the IEP team insight into the range of activities to be considered in each of the domains above:

Instruction;

Related services;

Community experiences;

The development of employment and other post-school adult living objectives; and

If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. [§300.43(a)(2)]

Confused by all these lists? Putting them together, what we have is this: The IEP team must discuss and decide whether the student needs transition services and activities (e.g., instruction, related services, community experiences, etc.) to prepare for the different domains of adulthood (postsecondary education, vocational education, employment, adult services, independent living, etc.) That's a lot of ground to cover!

But it's essential ground, if the student's transition to the adult world is to be facilitated. A spectrum of adult activities is evident here, from community to employment, from being able to take care of oneself (e.g., daily living skills) to considering other adult objectives and undertakings.

Resources of More Information

Transition is a huge topic. Its treatment here is necessarily brief, given all that can be said on the subject. Perhaps it would be most useful now to connect you with the "transition experts"-the organizations and centers that focus with great purpose on transition planning for students with disabilities. You'll find those experts identified throughout the transition pages listed below.

Where would you like to go next-employment connections, education/training connections, independent living? Pick your path below!

Transition "Starters" for Everyone
Start with these beginning links to transition resources, divided into resources for general audiences, for parents, for professionals, and for students.

Transition Goals in the IEP
What kind of information might you include in a student's IEP as part of transition planning? Here's a closer look at writing transition-related IEP goals.

Students Get Involved!
Very important! Come here if you're looking for resources about involving students in transition planning, person-centered planning tools, or materials and connections made just for students themselves.

Adult Services: What Are They? Where Are They?
Representatives of outside agencies may be invited to the IEP transition-planning table. Read about four of the primary agencies in adult services: Vocational Rehabilitation, the Social Security Administration, state-level agencies, and independent living centers. And, of course, there's an "other" category-other players and groups you may want to involve, too.

Potential Consultants to the Transition Team
In addition to the main players at the transition planning table, have you thought about inviting any of these potential consultants to join the discussion?

Education/Training Connections
Learn more about postsecondary education options such as college, trade schools, adult or continuing education, and vocational education. Connect with resources and helpful organizations.

Employment Connections
What about work? What about preparing for a career? What career? Who can help? Find out here.

Independent Living Connections
Independent living involves so very much--making choices about how and where we live in the community. It involves everything from setting an alarm clock to getting out of bed, to self-care, to getting to work and back home again, to what to eat for dinner. Lots to think about and get ready for!

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Link-checked, February 2018 About transition in Spanish | Sobre transición en español Life is full of transitions, and one of the more remarkable ones occurs when we get ready to leave high school and go out in the world as young adults. When the student has a disability, it's especially helpful to plan ahead for that transition.

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iPad apps for Learners with Complex Needs

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iPad apps for Learners with Complex Needs

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Details
A3 sized PDF poster - revision 3.0, published 2022
Description

We receive regular queries about useful iPad apps for complex learning difficulties. This poster is our response. The 'Wheel of Apps' is not comprehensive, but it attempts to identify relevant, useful apps and categorise them into the areas where we feel an iPad can be a useful learning tool. Note that some apps address a range of difficulties. The wheel features a mix of apps, some of which will be useful for Primary aged learners, some for Secondary aged learners and some with both.

To save space, we have not placed individual apps into multiple categories but listed them under a category that is particularly relevant to the app. Links on the electronic version are 'clickable' and will take you to the iTunes UK App Store, where you can find out more about the individual apps and download them onto your iPad.

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iPad Apps for Learners with Complex Additional Support Needs

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This is the latest poster in our popular 'App Wheel' series. We receive regular queries about useful iPad apps for complex learning difficulties. This new poster is our response. The 'Wheel of Apps' is not comprehensive, but attempts to identify relevant, useful apps and to categorise them into the ...

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Please join our Special Olympics Florida Young Athletes Virtual Movement Facebook group and visit our YAPpy Hour Event page for more details (see hyperlinks below). Attached you will find a schedule and the session links to share with those families that may not have Facebook. Please feel free to contact me if you have any questions or concerns. Thanks and stay safe!

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.