Do you have a child with autism or a learning disability, the 16 years or more, and still in high school? Do not worry about what your child if they happen to graduates? The persons with Disabilities Education Act (IDEA) requires that each child with a disability, 16 years or older must have a transition plan. This article describes the nine elements to be included in a plan for the transition.
Transition Services, a set of coordinated measures to achieve an outcome that process-oriented focus on improving the academic performance of children with disabilities and targeted functional.
Here are nine important points that should be included in a plan for the transition:
1st Evaluations of transition: To determine the needs, strengths, weaknesses, abilities and interests for academic post. Even a functional vocational evaluation, if your child needs.
2nd Post-secondary goals: These goals must be measurable and documented life in the areas of employment, post-secondary education, post-secondary education, skills, and independent.
3rd Courses in connection with the objectives of the child after school. This means that the teaching of children to reach their targets have to be connected to the school. When your child to go to college, they should be college courses, etc.
4th Education requirements: Specific instructions for your child after school to meet their goals. This statement can be professional, academic might could, functional, easy to send your child’s needs and goals of the school. Make sure an explanation in the IEP is written for your child.
5th necessary services: a service that your child will be with respect contribute to the achievement of its objectives for the school. For example, occupational therapy can be given to increasing the skills employed to increase your child’s fine motor skills, their chance.
6th The experience of the communities: This is especially important for students with moderate to severe disabilities. You will learn how service business for banks, access to leisure, etc.
7th Employment development: how to help students to acquire them skills so that they can be used after high school work.
8th Daily Living Skills: It is particularly important for students with moderate to severe disabilities. In addition, the budgets of the personal care, shopping, cooking, cleaning, sports, riding buses are considered appropriate.
9th After high school Support Services: List of organizations that are involved with your child after graduation. Make sure that the agency is the last meeting of your child’s IEP invited to ensure a smooth transition.
By including all these elements in the transition plan for your child, the plan is complete, and will help your child to come closer to achieving their goals after school.
