Forrest ConsultingIn Massachusetts, transition planning for special education students begins when the student is 14 or when the team is developing the IEP that will be in place when the student turns 14. Transition planning is an opportunity and obligation to guide special education students in navigating the reality of self-determination, moving toward adult decision-making, and determining the support/services they will need to reach their vision.
Transition services are roughly defined as a coordinated set of activities that are based on the student’s stated post-secondary vision (what they want to do) and should consider what they are good at and their likes and dislikes in the areas of post-secondary education, employment, recreational and leisure activities, and their desired outcomes for independent living. Whereas services that a student might qualify for after graduation through the Department of Developmental Services (DDS) or Massachusetts Rehabilitation Commission (MRC) after school depend on eligibility and funding, transition services for 14-22-year-old students are an entitlement in the same way as other services they receive through their IEP.
Transition planning requires the IEP to contain “appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills.” Having measurable goals in an IEP is dependent on data. Transition assessments are essential in guiding the team’s conversation around transition planning, establishing a student’s current performance level, and identifying the skills they need to learn.
In my experience, the vision of special education students who entered high school with no interest in post-secondary education frequently shifts towards a desire to go to college. An important way that teams can support students in preparation for college is by supporting the development of self-advocacy skills. Transition-aged (14-22) students need to be aware of the contents of their IEP. They should also be encouraged and supported in the area of self-advocacy with their teachers while in high school so that they feel comfortable discussing their accommodations with representatives from a college’s disabilities services office and their professors when they are in college. While in college, students may continue to be eligible for accommodations under the Americans with Disabilities Act. Still, they need to be prepared to self-advocate and be the driving force for receiving appropriate accommodations. It is also a good idea for students to be connected with the college’s disabilities services office before they start taking classes.
Landmark College’s “A Guide to Assessing College Readiness” is one helpful transition assessment for students planning to attend college. It identifies “five essential foundations critical for students with learning disabilities or ADHD to succeed in a traditional higher education setting, and is designed as a first step in helping students understand the complex sets of skills, abilities, and practices associated with these five foundation areas.”
For students who plan to enter the workforce when they graduate, it is critical that they find paid or volunteer work opportunities while they are in high school. One excellent resource for students with disabilities is the Massachusetts Rehabilitation Commission (MRC). MRC can be a resource to help students find employment opportunities and to prepare them for employment through their Pre-Employment Transition Services Program (Pre-ETS). Pre-ETS provide students with “the opportunity to experience and explore the world of work, and Pre-ETS providers focus on five core services to offer students during the program, which include job exploration and counseling, workplace readiness training, work-based learning experiences, counseling on post-secondary education or training, and self-advocacy and peer mentoring. Every school in Massachusetts is assigned a Pre-ETS provider and an MRC counselor as a resource. Inviting representatives to team meetings no later than a student’s junior year in high school is a good idea.
Another great resource to help students “access employment, education, training, and support service” is the Workforce Innovation and Opportunity Act (WIOA). WIOA has service providers throughout the state, and some school districts have a direct affiliation with the program.
The Massachusetts Work-Based Learning Plan (WBLP) is one useful transition assessment for employability skills. The WBLP identifies skills that a student will need to succeed in the workplace, provides a means of evaluating their performance, and helps the team identify appropriate transition goals around employment.
Whether a student plans to pursue post-secondary education or enter the workforce after graduation, transition planning is critical to supporting them. While transition services will vary significantly for each student, in the end, effective transition planning necessitates that the student and the team have a clear idea of the student’s vision, preferences, likes, and dislikes, and desired outcomes in the areas of education, employment, recreational and leisure activities, and independent living. Transition assessments and transition-related activities are essential in helping students determine their desired outcomes and informing the team about appropriate transition goals and services for students.
As a special education advocate, I can help guide you through the transition planning process. Please co
