Transition Education and Services for Students with Disabilities

1
Transition Education and Services for Students
with Disabilities

• Patricia L. Sitlington
• Gary M. Clark

2
Transition to Postsecondary Education

• C H A P T E R S E V E N

3
General Information on Postsecondary Education
for Individuals with Disabilities

• 14-19 of students with disabilities, as opposed
  to 56 of students without disabilities, attend
  postsecondary school within 2 years of leaving
  high school
• 80 of postsecondary students with disabilities
  had not graduated five years after high school

4
Transition to Postsecondary Education as a
General Goal

• Things to consider
• Admission requirements
• Performance demands
• Expected outcomes of options
• Availability of support systems
• Decision should be made as early as possible in
  the transition planning process

5
Skills Needed in Postsecondary Education Programs

• Webbs three domains of planning and preparation
• Academic
• Career
• Personal-social
• Four difficulties commonly experienced by
  students with disabilities
• Decrease in teacher/student contact
• Increase in academic competition
• Change in personal support networks
• Loss of protective public school environment

6
Use of Assistive Technology

• Four recommendations related to assistive
  technology and transition to postsecondary
  education
• Identification of funding sources
• Selection of technology based on students
  specific needs
• Student trained in proper use of technology
• Impact of removing student from special ed
  services should be carefully considered

7
Suggested Instructional Strategies and Services
at the Secondary and Postsecondary Levels
8
Secondary Level

• The Self-Advocacy Strategy for Education and
  Transition Planning
• I PLAN
• Inventory
• Provide your inventory information
• Listen and respond
• Ask questions
• Name your goals

9
Postsecondary Level

• Most commonly provided supports
• Generic supports (counseling, tutors)
• Educational/personal strategies instruction
  (learning center, study skills)
• Career assessment and counseling
• Notetakers, scribes, readers, interpreters
• Priority registration and course scheduling

10
Information and Documentation Required by
Postsecondary Programs
11
Document a Disability
12
Determining Accommodations
13
Gathering the Information Needed by Postsecondary
Programs
14
Gathering Documentation to Assist in the
Transition to Postsecondary Education
15
Determining Accommodations Needed
16
Integrating the Information Gathered into the
Transition Assessment Process
17
THE END