PRESENTED BY:
Helene Fallon
Project Director
Long Island Parent Center
Long Island Advocacy Center NYS Region 1Collaborative PTIC
[email protected]
Developed by: Helene Fallon & Randy K. Young
Selected materials developed by Dr. Ed O’Leary; Dr. James Martin, and the LI Regional Special Education
Technical Assistance Support Center
 “Transition
Services” means a
coordinated set of activities for a
student with a disability, designed
with an outcome oriented process,
that promotes movement from
school to post-school activities…
What is the role of the school?
The Purpose of Special Education
. . . a free appropriate public
education that emphasizes
special education and related
services designed to meet
students’ unique needs and to
prepare them for further
education, employment, and
independent living.
(Section 300.1, IDEA 2004)
What is your understanding of transition?


Transition pages of IEP
must reflect student
interests, preferences,
strengths, skills, and
limits.
Students (at least by 16
years of age, or 15 in
about half the states)
and families, in addition
to teachers, must
provide input.
2009
*Dr. James Martin;
SCANS
Foundation Skills Competencies
Secretary's Commission on
Achieving Necessary Skills
Resources Information Systems Technology Interpersonal
Time & money
Acquires/Evaluates
Materials/facilities Organizes/Maintains
Human Resources Interprets/Comm.

Uses computer to
 process


Basic Skills
reading
writing
mathematics
listening
speaking
Understands sys Selects technology
Teaches others
Monitors/Corrects Applies technology
Serves clients
Improves Sys
Maintains equipment Exercises leadership
Designs Systems
Negotiates
Teamwork
Works w/ diversity
Thinking Skills
creative thinking
decision making
problem solving
visualizing
knowing how to learn
New York State Education Department, Office of Vocational
and Educational Services for Individuals with Disabilities,
February 2004
Personal Qualities
responsibility
self-esteem
sociability
self-management
integrity/honesty
Measurable Post Secondary Goals (MPSG)
Created by a Shared Vision
LEARNING: Postsecondary education and training,
Thomas will attend a four year college.
Julia will attend Project Search.
EARNING: Meaningful employment,
Thomas will be employed in journalism.
Julia will be employed as a recreation specialist for the aged.
LIVING: Living independently in the community
Thomas will manage his own finances.
Julia will live in a supported apartment.
“It’s essential to explicitly teach social and
emotional skills. You can’t assume that students
already understand how, for example, to greet
one another in a friendly and respectful manner,
or to engage in productive academic
conversations. And these skills are absolutely
key, not only to school climate, for academic
performance and successful outcomes”
Michael Anderson , Educational consultant; Leading Great Learning

Passing a baton
Not

Throwing a football
NOTHING ABOUT ME WITHOUT
ME!!
•
The Student/young adult must be involved in any plan that is
discussed and developed!!
Think Future!!!
Diploma
Employment
Independent Living
Success in School
Happy Student
Happy Life!!!
WHAT IS IMPORTANT
TO YOU???
•
•
•
•
•
•
•
•
•
•
Self-Awareness - Self-Advocacy and Leadership
Self-Instruction
Self-Observation, evaluation, and reinforcement
Positive attributions of efficacy and outcome
expectancy
Self-Knowledge
Disability Awareness
Decision Making
Problem Solving
Goal Setting and attainment
Internal Locus of Control
Self-Determination is…
• Believing that you are capable
• Understanding your personal values
• Discovering your interests, strengths, abilities, and
needs
• Learning to apply this knowledge to decision making
and goal setting
• Understanding of individual thoughts, behaviors, and
feelings (Think  Behave  Feel)
You must have the
“ hard “
conversations!

.
Planning for the economic well-being
of a child with special needs is a
complex issue for parents. During
transition planning, financial issues
surface that parents must address.
Parents and young adults should
consider the assistance of a lawyer,
accountant or banker. It is helpful for
overall planning if parents have made
a will and researched a special needs
trust.
“Whether you think
you can or you think
you can’t, you’re
right.”
 Henry Ford
RESOURCES
• Office for People with Developmental Disabilities, Front Door
http://www.opwdd.ny.gov/
• TRAID, Technology Related Assistance for Individuals with Disabilities
www.licop.org
• LIPC, Long Island Parent Center at the Center for Community Inclusion
hosted by Long Island University www.liparentcenterliu.org
• Self-Determination: http://nyselfd.org/ http://www.imdetermined.org/
• Long Island Advocacy Center: http://www.theliac.org/
• Disability Rights New York https:/www.disabilityrightsny.org/
• Office for Civil Rights http://www.hhs.gov/ocr/office/index.html

http://www.ted.com/talks/rita_pierson_every
_kid_needs_a_champion