ED439577 2000-03-00 Planning

Student-Directed Transitions to Adult

Life. ERIC/OSEP Digest E593.

ERIC Development Team

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Planning Student-Directed Transitions to Adult Life. ERIC/OSEP Digest

E593............................................................................ 1

FACILITATING STUDENT-CENTERED TRANSITION PLANNING... 2

HELPING STUDENTS PARTICIPATE IN THEIR IEPS.................. 3

RESOURCES................................................................... 4

ERIC Identifier: ED439577

Publication Date: 2000-03-00

Author: Warger, Cynthia - Burnette, Jane

Source: ERIC Clearinghouse on Disabilities and Gifted Education Reston VA.

Planning Student-Directed Transitions to Adult

Life. ERIC/OSEP Digest E593.

THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES

INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT

ACCESS ERIC 1-800-LET-ERIC

Today, transition is seen as more than providing service routes in the individual's

movement from high school to employment--it is seen as a comprehensive approach to

educational program development consisting of an alignment of student goals with

educational experiences and services.

ED439577 2000-03-00 Planning Student-Directed Transitions to Adult Life. ERIC/OSEP

Digest E593.

Page 1 of 6
Since the early 1980s, federal law has underscored the need for comprehensive

transition planning and broadened its focus. The 1997 Reauthorization of the Individuals

with Disabilities Education Act (IDEA) defines transition services as a coordinated set of

activities for a student with a disability that:

* Is designed within an outcome-oriented process, which 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.

* Is based upon the individual student's needs, taking into account the student's

preferences and interests.

* Includes instruction, related services, community experiences, the development of

employment and other post-school adult living objectives, and, when appropriate,

acquisition of daily living skills and functional vocational evaluation.

IDEA also states that transition planning must be part of the Individualized Education

Program (IEP) and begin at age 14. By age 16, the IEP should contain a statement of

needed transition services for the child, including, when appropriate, a statement of

interagency responsibilities or any needed linkages. Further, students must be invited to

attend their IEP meetings if the purpose of the meeting will be to consider the student's

transition service needs.

How can educators facilitate these new requirements--especially those that promote

and strengthen the involvement of students with disabilities in decisions regarding their

own futures? This digest describes how research is helping to inform practice around

that programmatic issue.

FACILITATING STUDENT-CENTERED

TRANSITION PLANNING

IDEA '97 and its 1999 Regulations reflect a body of research--much of it supported by

the Office of Special Education Programs (OSEP)--that describes aspects of quality

transition programs for students with disabilities. One of those key aspects is facilitating

student-centered transition planning.

With OSEP support, Kohler (1998) organized the research literature, model projects,

and exemplary programs on transition into a taxonomy of relevant practices. She found

that student-focused planning was a necessary component in facilitating transition.

Because the Individualized Education Program (IEP) is the planning vehicle for

implementing the transition requirements specified in the IDEA, student participation in

this process is essential. Specifically, students should be included in decisions related

to post-school goals to ensure they are valued and attainable. As such,

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Page 2 of 6 ED439577 2000-03-00 Planning Student-Directed Transitions to Adult Life. ERIC/OSEP

Digest E593.
self-determination skills are considered to be fundamental to student participation in

their own IEPs.

Practitioners should begin early to assist and guide students in developing appropriate

education programs based on individual transition goals. With OSEP support, Martin et

al. (in press) has studied skills students need to participate actively in their IEPs. These

include:

* How to choose goals. Provide experiences so students identify their interests, skills,

and limits across transition areas.

* How to participate in and lead their IEP meetings. Teach students self-determination,

self-advocacy, and meeting skills.

* How to accomplish goals. Teach students how to develop a plan to attain their goals,

take action on the plan, evaluate and adjust their plan of action.

Curricula are available to assist practitioners in helping students direct their IEPs (e.g.,

Martin et al., 1996).

HELPING STUDENTS PARTICIPATE IN THEIR

IEPS

With sufficient preparation and support, students can participate in their IEP process in

various ways. The extent of participation will depend on their abilities and interests--for

example, some students direct their own meeting, while others take a specific part to

direct. Teachers experienced in involving their students in the IEP process have made

the following suggestions (ERIC/OSEP Special Project, 2000):

* Begin instruction as early as possible. Some areas of study, such as

self-determination skills, can begin in the elementary school.

* Be prepared to support students with sensitive issues. Some students may never have

seen their IEP and some may not even know what it means. Even if a student knows

about IEPs, reading about one's disability can be unsettling. Teachers need to work

through all issues and questions with students. It may help to talk individually with

students before sharing the IEP.

* Ensure that students understand what their disability means. It is important that

students know about their disability and can talk about it to others. Encourage students

to become comfortable stating what they need and what they do not need.

* Make sure you feel comfortable with the process. Students will know if adults are

uncomfortable talking about a topic or allowing the student to lead the IEP.

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ED439577 2000-03-00 Planning Student-Directed Transitions to Adult Life. ERIC/OSEP

Digest E593.

Page 3 of 6
* Schedule time for students to develop skills related to IEP participation on a regular

basis. It is very easy to let other subjects--particularly academics--take priority.

Teachers must believe that self-determination, planning, and self-advocacy skills are

priorities.

* Teach IEP participation skills as a semester course. Students need sufficient time to

master the skills. Although students can be taught skills once a week or in a day-long

course, if you really want students to take an active role, you must allow sufficient time.

* Use motivational techniques to interest students. Before you begin training, invite an

individual with a disability to talk to students. It helps to have role-alike models as

speakers (e.g., an individual who is a college graduate, an individual who has gone to a

vocational education center, an individual who works in supported employment, a

person who owns a business).

* Communicate with families. Let parents know your intentions. It helps to invite families

to a meeting where you can explain the approach and answer their questions.

These teachers believe that with sufficient preparation and support, students at all

levels can actively participate in the IEP process. Teachers also have found that without

preparation, students may not understand the language or the IEP process, and may

feel as if other IEP team members have not listened to them. Teachers who have

included students successfully note that they feel good about their participation, and

they have a sense of accomplishment and empowerment as a result of their

participation in the process.

RESOURCES

ERIC/OSEP Special Project (Spring 2000). New ideas for planning transitions to the

adult world. Research Connections, No. 6. Reston, VA: author.

Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998). A practical guide for

teaching self-determination. Reston, VA: The Council for Exceptional Children.

Kohler, P. (1998). Implementing a transition perspective of education. In F. Rusch & J.

Chadsey (Eds.), Beyond high school: Transition from school to work (pp. 179-205).

Belmont, CA: Wadsworth Publishing.

Kohler, P., & Martin, J. (1998). Transition from school to life: A workshop series for

educators and transition service providers. And, Transition from school to life: A

complete course for special educators. Reston, VA: The Council for Exceptional

Children.

Martin, J., Huber, L.H., & DePry, R.L. (in press). Participatory decision-making:

Innovative practices that increase self-determination. In R. Flexer, T. Simmons, P. Luft,

www.eric.ed.gov ERIC Custom Transformations Team

Page 4 of 6 ED439577 2000-03-00 Planning Student-Directed Transitions to Adult Life. ERIC/OSEP

Digest E593.
& R. Baer (Eds.), Planning transition across the lifespan. Columbus, OH: Merrill.

Martin, J., Marshall, L.H., Maxson, L. Jerman, P., Miller, T. McGill, T. & Hughes, W.

(1996). Choicemaker curriculum. Longmont, CO: Sopris West Publishers.

West, L., Corbey, S., Boyer-Stephens, A., Jones, B., Miller, R., & Sarkees-Wircenski, M.

(1999). Integrating transition planning into the IEP process (second edition). Reston,

VA: The Council for Exceptional Children.

WEB SITES RELATED TO TRANSITION

National Transition Alliance for Youth with Disabilities.

http://www.dssc.org/nta

National Transition Network.

http://www.ici.coled.umn.edu/ntn

Transition Research Institute.

http://www.ed.uiuc.edu/SPED/tri/institute.html

Center for Self-Determination.

http://www.self-determination.org

ERIC/OSEP Digests are in the public domain and may be freely reproduced and

disseminated, but please acknowledge your source. This digest was prepared with

funding from the Office of Special Education Programs (OSEP), U.S. Department of

Education, under Contract No. ED-99-CO-0026. The opinions expressed in this

publication do not necessarily reflect the positions or policies of OSEP or the

Department of Education.

Title: Planning Student-Directed Transitions to Adult Life. ERIC/OSEP Digest E593.

Document Type: Information Analyses---ERIC Information Analysis Products (IAPs)

(071); Information Analyses---ERIC Digests (Selected) in Full Text (073);

Available From: ERIC/OSEP Special Project, ERIC Clearinghouse on Disabilities and

Gifted Education, Council for Exceptional Children, 1920 Association Dr., Reston, VA

20191-1589. Tel: 800-328-0272 (Toll Free); e-mail: ericec@cec.sped.org. For full text:

http://www.ericec.org.

Descriptors: Disabilities, Education Work Relationship, Individualized Education

Programs, Internet, Long Range Planning, Motivation Techniques, Resources,

Secondary Education, Self Advocacy, Self Determination, Student Motivation, Student

Participation, Transitional Programs, World Wide Web

ERIC Resource Center www.eric.ed.gov

ED439577 2000-03-00 Planning Student-Directed Transitions to Adult Life. ERIC/OSEP

Digest E593.

Page 5 of 6
Identifiers: Individualized Transition Plans

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Digest E593.