Family Handbook for Transition Services
Welcome to the Family Handbook on Transition Services Wiki
The development of this Handbook was funded through a grant from the Pennsylvania Department of Education. The Handbook was written by Brittany Hansen, M.Ed; Todd Harris, Ph.D. and Kate Dickey of Devereux CARES. Devereux CARES serves children with autism disorders, ages 5 to 21 years. CARES' goal is to teach critical skills leading to independence that will allow each individual to become a productive, socially connected and personally fulfilled member of their local community.
Our goal with this Wiki is to establish a community of collaborators who will add relevant and timely content to this site to ensure that parents and students with autism disorders have access to the most current and comprehensive information on transition services. If you would like to provide input to this Wiki, please contact Todd Harris at .
What is Transition?
§[edit] Educational Resources and Supports
This section addresses educational resources, law requirements and educational transition planning for students and their families. Please click on a link for further information.
[edit] Who May Receive Transition Services and What Laws Support Students’ Transition?
Transition Acts and Law Requirements
Transition is defined by a set of regulations and services including IDEA and FAPE that focus on the child’s development to move from school to post-school environment and employment opportunities.
[edit] Individuals with Disabilities Act of 1997 (IDEA)
The Individuals with Disabilities Act was reauthorized and signed into law on December 3, 2004. The IDEA regulations include transition services, which is defined as a coordinated set of activities for a child with a disability that is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation.
It is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation. [34 CFR 300.43 (a)] [20 U.S.C. 1401(34)] (Building the Legacy of IDEA 2004, IDEA Regulations, Secondary Transition)
[edit] Free Appropriate Public Education (FAPE)
The purpose of the Individuals with Disabilities Education Act, ensures that all children with disabilities have available to them a free appropriate public education (FAPE). The education should emphasize special education and related services to meet their unique needs and prepare them for “further education, employment and independent living.” idea.ed.gov For more information on FAPE, see www.fapeonline.org. At the end of the school year when a student reaches the age of 22, or when they graduate with a regular diploma, the entitlement to a Free and Appropriate Public Education ends.
[edit] Transition Services
What Are Transition Services?
The Individuals with Disabilities Education Act of 1997 states that transition services are “a coordinated set of activities, designed within an outcome-oriented process, which promotes movement from school to post-school activities.” Post school activities include: post-secondary education, vocational training, integrated employment, supported employment, continuing education, adult services, independent living, community participation.
§ Transition Regulations
When Should We Start Planning?
[edit] Individual Education Plan
Beginning not later than the first IEP to be in effect when the child turns 14, or younger if determined appropriate by the IEP Team, and updated annually thereafter, the IEP must include appropriate measurable post-secondary goals based upon age-appropriate transition assessments related to training, education, employment and, where appropriate, independent living skills, and the transition services (including courses of study) needed to assist the child in reaching those goals. In addition, beginning not later than one year before the child reaches the age of majority under State law, the IEP must include a statement that the child has been informed of the child’s rights under Part B, if any, that will transfer to the child on reaching the age of majority under §300.520.
§ What an IEP Document Should Include
§ Parent Attachment to an IEP
§ Transition Questions
Who Participates in the Planning Process?[edit]
Participation in Transition Planning Meetings
IDEA requires at age 14 or younger, the student be included in the yearly IEP meeting. The parents and school personnel and other agency representatives who will be participating in the transition planning process, should also attend transition IEP meetings. Any agency who may be providing transition services should be invited to attend. Those could include a rehabilitation counselor, county social worker, employment agency staff, independent living center staff, a person knowledgeable about financial benefits (SSI) or Medical Assistance, personal care or health care providers. Families may also invite an advocate to help interpret information from the meeting. NCSET [1]
§ Person-Centered Futures Planning Meeting
§ Making Action Plans (MAP)
Transition Service Needs vs. Needed Transition Services: Transition Service Needs are courses of study or a multi-year description of coursework to achieve the student’s post school goals. These service needs are designed to assist the student in making a successful transition for life after high school. The transition service needs are reviewed annually.
Needed Transition Services are “instruction, related services, community experiences, the development of employment and other post-school adult living objectives; and if appropriate, acquisition of daily living skills and functional vocational evaluation.” (IDEA, 34 CFR 300.29(a)(3)) In addition the statement of needed transition services must include “a statement of the interagency responsibilities or any needed linkages.” (NCSET)
[edit]
When Should Planning Begin?
Timeline for Transition Planning
There are a number ofitems to consider at any age,such aseligibility for Supplemental Security Income, case management through theMedicalWaiverand medical counseling, as well as age specific needs from age 12 through age 21. See the attached timeline.
§ To consider at any age / § By age 12§ By age 14
§ By age 15 / § Age 16-18
§ Age 17-18
§ Age 18 / § Age 18-21
What Should Be on Our List?
[edit] Family Preparation for Transition
The Gretchen Everhart School in Tallahasee, Florida has developed a list of activities for families to help their child prepare for transition.
§ List for Families to Prepare for Transition
§ Additional Transition Planning
[edit] Selective Service
All males are required to register within 30 days of 18th birthday unless institutionalized or hospitalized. You can obtain this form at your local post office. You may also call the Selective Service Administration at (847) 688-6888. The Selective Service is online at
http://www.sss.gov. You can submit your registration online. The information needed is your social security number, address, and date of birth. You can also choose to sign up for a “reminder” mailback card to be mailed to you within 30 days of your child’s 18th birthday. Also, many local High Schools have a staff member appointed as Selective Service Registrar. Even though he is registered, a person may not be automatically inducted into the military. In the event of a draft, the men would be called by random lottery, then examined for mental, physical and moral fitness by the military before it is determined that he would serve in the military, or be exempted from service.
Selective Service Contact Information
[edit] Graduation
Pennsylvania students are required to begin school no later than age 8 and continue until age 17 or until graduation from high school, whichever comes first. 22 Pa Code § 11.13. Students who are eligible for special education services may attend school through the age of 21 unless they decide to graduate and are awarded a diploma from their school district. C.F.R. § 300.300. Students of school age may qualify for graduation by attending the public school part-time when legally employed part-time or enrolled in a post-secondary program part-time. 22 Pa Code § 11.5.
[edit] Long Term Support
Home and Community Services: Home and Community Services are defined as "direct services to meet regulatory requirements and/orcontract conditions provided in home and community settings to assist individuals in acquiring, retaining, and improving self-help, socialization, and adaptive skills.” These services are only provided when the “administrative entity” determines they are necessary to prevent institutionalization. https://www.hcsis.state.pa.us/hcsis-ssd/pgm/asp/PRHOM.ASP
Home and community services describe a number of services for the unique needs of individuals. Your Supports Coordinator will help find the best service available for the specific needs of your child. Habilitation is for individuals to gain, maintain, and improve skills in the areas of self-care, daily living activities, social skills, and to enable the person’s involvement in community activities. These services help people live in their home, participate in community activities, and use community resources.
Community Habilitation: Community Habilitation is given by an Adult Training Facility licensed by the Department of Public Welfare under Chapter 2380 regulations. Adult training facilities provide services that assist individuals in meeting personal needs and performing basic daily activities.
Prevocational Services: Prevocational Services prepare people for paid employment. They are provided in a facility licensed by the Department of Public Welfare under the Chapter 2390 regulations. Transitional Work Services offer work experience in a real work environment that is highly supervised. These environments are often known as “enclaves, mobile work force, affirmative industry, work station industry, and transitional employment.” (www.hcsis.state.pa.us)
Employment Services: Employment services are also known as job finding and job support services. Job finding services are services directed toward preparing individuals for placement in competitive jobs. Services include interview skill training, resume preparation, SSI and SSDI benefits counseling and job searching. Job Support Services is a follow-up with individuals and their employers to support them in maintaining competitive jobs in their community.
Supports Coordination Services: Supports Coordination services are received by all individuals enrolled in the IDD system. Supports coordinators assist individuals in developing their individual support plans, choosing providers and informal supports, and monitoring the administration of services. Supports coordination services may be provided either by a county or by an outside agency that contracts with the county to provide these services.
[edit] Time-Limited Services
The following state and local agencies provide services that enable individuals to become employable: Department of Labor and Industry - Office of Vocational Rehabilitation (OVR), Office of State Coordinator of Vocational Education For Students with Disabilities, and theTEAM Pennsylvania CareerLink.
[edit] Employment Resources/Job Support
The following programs provide training and employment in a variety of setting: Devereux CARES CAAP Program, Devereux Whitlock, Brian’s House, Inc., Developmental Enterprises Corporation, Elwyn, HandiCrafters, and the The Sierra Group.
[edit] Health and Social Services, Governmental Provisions
As long as your child has been attending school, he has been covered under the IDEA laws that entitled him to a Free Appropriate Public Education, including the oversight that all educational benefits were in place. The adult service system provides benefits on a needed or eligible basis.
[edit] State and Local Agencies
[edit] U.S. Department of Health and Human Services (HHS)
The Department of Health and Human Services (HHS) is the government’s principal agency for protecting the health of all Americans and providing essential human services, especially for those who are least able to help themselves. There are more than 300 programs covered by this department, and many are funded at the local level by state or county agencies. Some of the programs include:
§ Health and social science research
§ Medicare (health insurance for elderly and disabled Americans)
§ Medicaid (health insurance for low income people)
§ Health information technology
§ Faith-based and community initiatives
§ Medical preparedness for emergencies
§ Preventing disease
More information can be found at www.hhs.gov (www.hhs.gov/about/whatwedo.lhtml )
[edit] Office of Vocational Rehabiliation (OVR)
OVR is aPennsylvania Agency that provides services to help those with disabilities with services for employment. They provide services such as diagnostic, vocational evaluations, vocational counseling, training, placement assistance, assistive technology and support services. Contact information for OVR.
[edit] Pennsylvania Bureau of Autism Services
In 2007, The Bureau of Autism Services was created within the Office of Developmental Programs (ODP), formerly the Office of Mental Retardation (OMR). In the Commonwealth of Pennsylvania, the Department of Education oversees all special Education and IEP management. The Department of Public Welfare manages the Offices of Children, Youth and Families; Income Maintenance; Medical Assistance Programs; Administration; Long Term Living; Mental Health and Substance Abuse Services – BHRS and Wraparound services are managed here; Child Development and Early Learning; and Developmental Programs. The Office of Developmental Programs oversees the Bureau of Autism Services, Bureau of Supports for People with Intellectual Disabilities. The Bureau of Autism Services provides the Adult Community Autism Program (ACAP), and Autism Waiver. More information available on the website at www.autisminpa.org, or by phone at 866-497-6898.
Adult Community Autism Program (ACAP) is currently in the pilot program stage, serving adults living with ASD and their families in Cumberland, Dauphin, and Lancaster Counties.
Autism Waiverprogram began in the fall of 2008. The Autism Waiver through the Bureau of Autism Services is a Fee-for-Service Program - Home and Community Based Services (HCBS) Waiver. Supports Coordination is a required waiver service. The Waiver will be administered at the state level.
[edit] Individual Support Plan
The Individual Support Plan, or ISP, is a working document that can be helpful to you, your family member, and other people in his/her life. The ISP provides details about what is important to your child, and a supportive document to your child and you, because it holds information necessary in times of emergency. It contains information such as personal preferences, dreams, and wishes, medical history/medical concerns, how your child communicates, and any information that people will need to know to assist your child to be healthy, safe, and happy. More information can be found at the Pennsylvania Department of Public Welfare, Office of Developmental Programs, Parent to Parent of PA, and The Pennsylvania Training Partnership for People with Disabilities and Families.