Step by Step: Creating a Community-Based Transition Program for Students with Intellectual Disabilities
By: Melissa A. Hartman
Community Based Transition Programs
- They aim to meet the needs of postgraduates who are entitled to special education services until they are 22 years of age
- The critical elements:
- student-centered planning - functional community-referenced skill development
- connections with adult service providers - participation in employment before graduation
- school-business partnerships - training in self-determination and advocacy
- training or college opportunities
Step 1: Planning
- Ultimate goal: full-time paid employment with benefits
- Other Focus: training in functional community-referenced skills, self-determination, and self-advocacy skills
- First- hired a team of interagency stake-holders to discuss the program for 18 to 22 year old students
- Representatives from Department of Rehabilitation Services, Community Service Board, local ARC, and other local post-secondary service providers
- Discussed a model thought would be most appropriate for the system and designated specific responsibilities of parties involved
- Planned one year before implementation
Step 2: Hiring
- Hired one teacher and one job coach
- Qualities for positions
- flexibility - excellent organizational (scheduling) - ability to work well with all types of personalities
- salesmanship - motivation - willing to work through all the challenges and unexpected issues
- confident - willing to take risks
Step 3: The Student Selection Process
- Invited parents to an information session
- Once students are selected- teacher meets with the student and family to complete a person-centered planning session to develop goals
- The plan assists the team in revising the IEP to meet the transition needs of the student
Step 4: The Devil is in the Details
- First year- one teacher, one job coach, three students
- "Home base" was the public library
- Room to use without teacher, storage space, kitchen to utilize
- Days off of work students
- worked on IEP goals - created portfolios
- managed bank accounts - volunteered in community
- participated in recreation/leisure activities of choosing
The Program Today- it's 3rd year
- Opened a 2nd program in the west
- one teacher, one job coach, five students
- Main obstacle is transportation to independent employment
- Formal application process- application, testing scores, IEP information
- They aim to meet the needs of postgraduates who are entitled to special education services until they are 22 years of age
- The critical elements:
- student-centered planning - functional community-referenced skill development
- connections with adult service providers - participation in employment before graduation
- school-business partnerships - training in self-determination and advocacy
- training or college opportunities
Step 1: Planning
- Ultimate goal: full-time paid employment with benefits
- Other Focus: training in functional community-referenced skills, self-determination, and self-advocacy skills
- First- hired a team of interagency stake-holders to discuss the program for 18 to 22 year old students
- Representatives from Department of Rehabilitation Services, Community Service Board, local ARC, and other local post-secondary service providers
- Discussed a model thought would be most appropriate for the system and designated specific responsibilities of parties involved
- Planned one year before implementation
Step 2: Hiring
- Hired one teacher and one job coach
- Qualities for positions
- flexibility - excellent organizational (scheduling) - ability to work well with all types of personalities
- salesmanship - motivation - willing to work through all the challenges and unexpected issues
- confident - willing to take risks
Step 3: The Student Selection Process
- Invited parents to an information session
- Once students are selected- teacher meets with the student and family to complete a person-centered planning session to develop goals
- The plan assists the team in revising the IEP to meet the transition needs of the student
Step 4: The Devil is in the Details
- First year- one teacher, one job coach, three students
- "Home base" was the public library
- Room to use without teacher, storage space, kitchen to utilize
- Days off of work students
- worked on IEP goals - created portfolios
- managed bank accounts - volunteered in community
- participated in recreation/leisure activities of choosing
The Program Today- it's 3rd year
- Opened a 2nd program in the west
- one teacher, one job coach, five students
- Main obstacle is transportation to independent employment
- Formal application process- application, testing scores, IEP information
(Hartman, 2009)