In education, “Transition” traditionally refers to the time that your child graduates from school and moves on to adult life.  A successful transition requires early planning.  There are some very specific guidelines which you and your school district will follow to make this transition as natural a progression as possible.  The key to guaranteeing appropriate adult programming for your child is recognizing the importance of early planning.

What Is A Transition Plan?

 According to New York State Regulations, when a student reaches the age of 14, school districts must provide transitional services to students who receive special education.  The transition process begins by anticipating the post-school needs of the student and ensuring that the proper activities required to met these goals are included in the IEP.  The IEP should take into account the student’s needs in the following areas: 

1. instruction

2. community experience

3. employment and other post-school adult living needs (i.e., residential, transportation, etc.)

4. developing necessary daily living and vocational skills

Career Assessment:
At the age of 12, students who receive special education will receive a career assessment.  This process is designed to identify the student’s work skills, as well as gather information from the student, his/her family, and the school.  This team approach offers a broader-based view of the student’s skills and preferences.  This assessment is called a Level I Career Assessment.  This assessment occurs over a period of time and should help provide realistic expectations for your child upon graduation.  A well-developed career assessment is an excellent tool for determining the educational/vocational components needed once the student begins high school or at the age of 14.

Developing the Transition Plan:
Once you, your child, and the school have decided on a career path, you will need to develop a transition plan which will prepare your child with the skills needed to succeed after graduation.  The proper activities needed to develop these skills will be included in your child’s IEP.  When determining the skills your child needs upon graduation, you should take his/her entire day into consideration.  Social skills, training in the use of public transportation, daily living skills, and leisure time skills should be important in the plan.  All of these areas can be included in the IEP. 

Before developing a Transition Plan consider visiting work, day and residential programs.  Having a goal helps to create an effective, realistic plan. 

Agency Referrals:
Once the transition plan has been developed, the agency responsible for your child’s adult vocational program should be notified.  This will be one of two agencies, either Vocational and Educational Services for Individuals with Disabilities (VESID) or the Commission for Blind and Visually Handicapped (CBVH).  This referral is done to provide the responsible State Agency with the information it needs to anticipate the supports needed in the future.  This referral does not guarantee that a program will be available. 

VESID will help you and your child locate available work programs once your child reaches what would be considered the second half of his or her senior year. 

If your child will need extensive supports during the day, and/or you anticipate that at some time you will be interested in residential placement, you should start shopping for agencies that provide the services you anticipate using.  There are many agencies that provide adult services.  Early affiliation with an agency that shares your views and philosophies provides you with more individualized choice in programs and/or the advocacy needed to develop appropriate options. 

Service Coordination is one of the services about which you should inquire.  A service coordinator is knowledgeable about all services, including Family Support while your child lives at home and adult Day, Residential, and Recreational Programs. 

Moving from school to work can and should be a smooth transition, not a crisis.  By developing a relationship with an agency early, it can be just that. 

For those students who may only need some additional supports until the proper skills are developed for competitive employment, agencies can provide services such as vocational training, locating a job, job coaching, or the purchase of adaptive equipment. 

EMPLOYMENT OPTIONS:

There are many employment options available to people with disabilities.  Listed below are employment options that you and your child will want to be familiar with so that the Transition Plan reflects the development of skills required for your employment goal. 

Sheltered Employment: Provides your child the opportunity to work with other people with disabilities and will offer a variety of training and work experiences.  Pay is based on performance.  Some providers include:

• Albany ARC

• Alternatives in Man-Kind

• Center for the Disabled

• Commission for the Blind and Visually

• Northeast Career Planning

• Saratoga ARC

Supported Employment:  This form of employment is community based and offers the supports needed to enable success at working in an integrated setting.  A job coach may be assigned to provide the necessary training needed to perform required duties, gain access to transportation, and any other skills needed to function independently in community employment.  Some providers include: 

• Center for the Disabled

• Cobb Memorial School

• Commission for the Blind and Visually Handicapped CBVH

• Living Resources

• Northeast Career Planning

• NYS Vocational & Education Services for Individuals with Disabilities

• Saratoga ARC

• Wildwood Programs

Competitive Employment:  If your child’s goal is competitive employment, he/she may eligible for some initial supports upon graduation.  These supports would eventually be eliminated once skill level and independence improves.  Some providers include:

• Capital District BOCES

• Center for the Disabled

• Commission for the Blind and Visually Handicapped CBVH

• Living Resources

• Northeast Career Planning

• NYS Vocational & Education Services for Individuals with Disabilities

• Saratoga ARC

• Wildwood Programs

DAY PROGRAM OPTIONS:

Some individuals, upon graduation, are not yet ready to enter the work field.  In such cases the following programs are available: 

Day Treatment - Day treatment centers offer a prescribed schedule of group activities during the day.  People with disabilities are assisted by professionals to continue to develop skills in areas such as self-care, prevocational, and social skills.  Related services such as speech, physical, and occupational therapy are included in this program as well.  Some providers include: 

• Albany ARC

• Alternatives in Man-Kind

• Cobb Memorial School

• Saratoga ARC

• Wildwood Programs

Day Habilitation - Consumers in this program determine their own personal goals and needs resulting in an individualized package of services.  Components of this program may include a variety of options ranging from activities designed to improve work and daily living skills, access volunteer opportunities in the community, and pursue recreational interest.  The program is designed according to each individual’s strengths, needs, and interests.  Some providers include:

• Center for the Disabled

• Saratoga ARC

• Wildwood Programs

Inquire about transportation for day programs.  It is not a required component of all programs or there may be a mileage limitation.

COLLEGE PROGRAMS:

If your child has been receiving additional supports throughout high school and is planning to attend college, you should inquire abut the support services available at the schools he/she is considering.  Colleges now offer significant supports for students with learning disabilities or physical disabilities.  Services such as tutors, interpreters, and accessibility are among those provided.  To receive a copy of the New York State Higher Education Directory for People with Disabilities contact:

            The New York State Education Department

            Office of Higher & Continuing Education

            89 Washington Avenue

            Albany, NY

            518-474-5705

Some providers include:  Alternatives in Man-Kind

For further information regarding “Transition Planning” please call Shenendehowa School District’s Office of Student Services at 881-0600, extension 68303.

RESIDENTIAL

Where your child will live as an adult is always a concern.  Even if your child’s current plan is to live at home, you may want to investigate the different residential options.  Circumstances often change and a more independent lifestyle may need to be considered. 

The State and many non-profit agencies provide residential options; however, the waiting list is lengthy (often 2-3 years).  If you anticipate your child’s eventual need for a residential placement, begin shopping for an agency that shares and respects you and your child’s philosophy as soon as possible and then place his/her name on their list.  (Being placed on a list does not obligate you in any way.  If an opportunity becomes available and the timing is not right for your child, then you will simply be considered at another time.) 

Visit different types of residences to determine the most suitable situation for your child. 

There are a variety of residential settings available:

Supervised Apartments:  provides an opportunity to live in an apartment which is supervised 24 hours per day by agency personnel.  Some providers are:

• Albany ARC

• Capital District Developmental Services Office

• Center for the Disabled

• Living Resources

• Saratoga ARC

• Schenectady ARC

• Wildwood Programs

Supported Apartments:  gives individuals capable of significant independence the opportunity to live alone or with roommates in an apartment.  The agency of your choice will provide on-call assistance and/or regularly scheduled visits.  Some providers are:

• Albany ARC

• Capital District Developmental Services Office

• Center for the Disabled

• Helderberg House

• Living Resources

• Saratoga ARC

• Schenectady ARC

• Wildwood Programs

Community Residence:  provides a home in the community in which a group of individuals with disabilities can live.  These homes are staffed 24 hours per day.  Some providers are: 

• Albany ARC

• Alternatives in ManKind

• Capital District Developmental Services Office

• Center for the Disabled

• Helderberg House

• Living Resources

• Saratoga ARC

• Schenectady ARC

• Wildwood Programs

Intermediate Care Facilities (ICF):  these services are provided either in a center or in the community to support individuals with intense physical and medical needs.  Includes high consumer per staff ratio and 24-hour supervision.  Some providers are:

• Albany ARC

• Alternatives in Man-Kind

• Camary Statewide Services

• Capital District Developmental Services Office

• Catholic Charities

• Center for the Disabled

• Living Resources

• Saratoga ARC

• Schenectady ARC

Individual Residential Alternatives:  designed to support small groups of individuals to live in the community with emphasis on individualized services.  Some providers are:

• Albany ARC

• Alternatives in Man-Kind

• Camary Statewide Services

• Capital District Developmental Services Office

• Catholic Charities

• Center for the Disabled

• Helderberg House

• Living Resources

• Saratoga ARC

• Schenectady ARC

• Wildwood Programs

Family Care:  offers consumers the choice of living with a foster family in the community.  Some providers are: 

• Capital District Developmental Services Office

• Homes for All

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