Transition Planning - Starting Early

 

Transition planning is not required as an IEP component by federal law until age 16. In the state of Illinois, transition planning is required to begin at age 14 ½. However, transition planning should really begin at the elementary level. “There is a widespread misconception that

transition planning and programming begin in high school. However, there are many opportunities for teachers to infuse transition-focused education into teaching and learning activities for their elementary-grade students” (Papay, Unger, Williams, & Mitchell, 2015).

            Although transition planning is required under IDEA there have been many studies done showing that special education students are still behind their neurotypical peers. “In the most recent report of postschool outcomes from the National Longitudinal Transition Study-2, youth with disabilities were found to be less likely than their peers in the general population to enroll in and complete postsecondary education, gain employment, and live independently in the years following high school completion” (Papay, Unger, Williams, & Mitchell, 2015). Starting transition related activities at the elementary level can help solve this gap.

            The article focuses on three areas an elementary teacher can incorporate into their curriculum. The three areas are instruction in self-determination skills, development of career awareness, and family involvement. Below are examples teachers can use for each area.

Self-Determination:

1.      Make sure students understand grades and grading

2.      Use responsibility charts and level of effort charts

3.      Help students become aware of what self-determination skills are

4.      Provide opportunities for choice-making

5.      Help students understand the concept of self-talk

6.      Provide different levels of support

7.      Assist and allow students to make decisions

8.      Teach and incorporate problem solving skills into lesson plans

9.      Allow student to direct their IEP or school conferences

 

Career Awareness:

1.      Use online resources to promote career awareness (specific ones identified in the article)

2.      Show career related videos

3.      Read “When I Grow Up” books

4.      Provide opportunities for students to have role models

5.      Take field trips to job shadow specific jobs

6.      Have students complete career interview tasks

7.      Work on work-readiness and soft skills instruction

8.      Host career days

 

Providing opportunities for students to gain self-determination skills and explore career options can help them make informed decisions as they reach the high school level. “Children in elementary school are not expected to make decisions about a specific career. Instead, they need to learn about a variety of career choices and how their skills and interests will affect their career choices” (Papay, Unger, Williams, & Mitchell, 2015). It is important to keep in mind that these activities should be age-appropriate, meaningful, and on-going.

            Furthermore, the article discusses the importance of family involvement. “families provide a “bridge” from school to postschool life, as their support does not end upon high school graduation. Parental involvement, as defined by active and knowledgeable participation

in all aspects of transition planning” (Papay, Unger, Williams, & Mitchell, 2015). The IEP team should start discussing the importance of transition planning and informing parents what transition planning is as early as possible. Having a student’s family as a part of their transition process is very important to aide with future post-secondary success for that student. Elementary teachers can help lay the groundwork necessary through infusing transition related activities into the elementary curriculum, while making families knowledgeable and aware of the importance of transition planning.  

 

 

 

Reference

Papay, C., Unger, D. D., Williams-Diehm, K., & Mitchell, V. (2015). Begin with the End in Mind: Infusing Transition Planning and Instruction into Elementary Classrooms. Teaching Exceptional Children, 47(6), 310-318.