In the past, many young people with disabilities have left school unable to find satisfying jobs, living arrangements, friends and opportunities to participate in community life. Current research and discussions with parents, students, teachers and adult service providers, indicate that successful transitions do occur. The activities, programs and experiences which prepare a student to leave school and adjust well to his adult life include the following:

1. A practical school curriculum that includes career education, development of employability skills and social skills, complied with specific vocational training experiences in the community. Career education provides students with the opportunity to develop a concept of themselves as workers and as members of the community. The development of social skills as well as vocational skills that help a person to get and retain a job are imperative. Researchers have discovered that most often people with disabilities lose their jobs because they do not know how to interact appropriately with co-workers.

2. A history of prior employment, such as volunteer activities, vocational training, part-time or summer work in the community. When students have the chance to try out their wings in jobs, they learn a variety of skills and knowledge. They are able to build a resume, or summary, of their work history, indicating to others that they can do the job.

3. Participating in regular education classes and involvement in extracurricular activities in school. Once a student leaves high school, he/she becomes a part of a larger community. It makes sense to have a wealth of experience in that larger community before leaving school. Such experiences provide opportunities to gain social skills and broaden exposure to various educational and leisure activities.

4. Opportunities to develop skills in decision-making and self-advocacy. In order to live and work successfully in the community, persons must have the skills or support to be able to make decisions and speak for themselves. When school and home life provide opportunities for students to make choices, whether it be for food, clothing or activities, they are better equipt for living independently.

5. The existence of a self-family-friend network for a student. A young person is more apt to adjust well to life in the community if he/she has friends and family to help him or her find a job, living arrangements, transportation, and other necessities.

6. Communication and coordination between school and adult service agencies. Adult service agencies are now involved with transition planning for students with disabilities. When schools and agencies know what services each provides, better transition planning can occur. In fact, the Individuals with Disabilities Education Act (IDEA) of 1997 and previously requires schools to coordinate transition plans and to ensure the necessary services and supports are in place prior to exiting high school.

7. Further education or training after high school. People who have additional education or training are more likely to find and keep jobs and experience success in adjusting to their new adult roles. Post-secondary training occurs through programs offered by junior colleges, adult education programs, vocational rehabilitation and vocational training centers.

8. Available transportation in the community. Being able to get around the town, city or county is critical to being a part of our community and holding a job. Learning transportation and mobility skills while in school enables students to use available transportation options.

9. For employment, an appropriate match between a person and the job, based upon interests, strengths, capacities, career goals and needs for support. In a competitive job market, people accept jobs that may not necessarily match their interests and skills. A job that is interesting to a person and can be accomplished -- with or without support -- is more likely to be retained for a longer period of time.

10. For home living and independent living services, appropriate matches between the individual and the people he lives with based on the individual’s interests, strengths/ capacities, living style preference and needs for support. People adjust better to new living situations when they have some choice in the location, roommates and environment.

Access to life-long supports, both formal and informal. Formal supports refer to all the planning, information services and programs provided to individuals with disabilities and their families through government agencies and private service providers. Informal supports refer to all the information, advice, resources and opportunities available to individuals with disabilities and their families through the network of friends, neighbors, acquaintances, other family members and co-workers.

Þ Students and parents are primary decision-makers
Þ Families are actively involved
Þ There is commitment and involvement of a variety of school staff
Þ Relevant non-school agencies, services and community resources assist in transition planning
Þ The transition IEP reflects desired student directed outcomes
Þ The curriculum offers:

Þ Students receive instruction in accessing community leisure options and social skills