Postsecondary Transition Plan

Postsecondary Transition Plan

Abstract `

Children with disabilities undergo many academic transitions in their school years. One of the most crucial developments in the secondary change, which entails a program that is meant to determine the future goals of every student. In this transition, the student’s interests and dreams are identified with weaknesses and how to deal with them. The student is taught to acquire skills of self-acceptance, self-determination, and self-advocacy as the superior skills for their future. After the secondary transition, the students go through the postsecondary transition, which is the primary focus of the paper.

The postsecondary transition entails moving from high school to postsecondary education to determine their careers. The building of career choices is a significant step into the employment sector for these students; thus, their independent living. The paper focuses on these students at the worksites. After getting a job, these students must maintain it to fulfill their dreams. These students get into the job sector to be independent and make their own decisions; therefore, they need to learn the skills to apply at work to keep their jobs. The postsecondary transition plan is implemented in such cases as that is the main aim of the program.

The paper aims to establish some skills that these students can learn to keep their jobs in the worksites. It also focuses on the worksites in general and how they can be improved to become an ideal worksite for these students. The worksites should have a conducive setting where these students can work and perform their daily duties with no difficulties. All these factors and skills will be discussed in length in the paper.

Introduction

Transition planning helps students with IEPs prepare for life after high school. It is about more than just college as it covers jobs and daily life skills too. For students with disabilities, thinking of life after high school can be challenging for them as they have learning and considering differences. A postsecondary transition is a schedule that intends to help students with IEPs figure out what they want to do after high school and how to get there. It also provides some independent living skills that these students might require as they face the real world of employment and independence. This plan is essential for every child with disabilities as it is not only a brainstorming session but also a plan with specific goals for each student. The program also provides the services every student requires to achieve these set of goals.

The purpose of the secondary transition is to help these students prepare to be independent young adults in society. The postsecondary plan has some postsecondary goals that are meant to be achieved at the end of the program. These goals are divided into four areas which will be further explained in the paper. These goals include; vocational training, postsecondary education, jobs and employment, and independent living. These are the four significant motivators for the postsecondary transition plan, and if implemented effectively, every child under this program is ensured a secure future that leads to independence. My idea of a postsecondary setting includes a worksite where a student with a disability receives equal and fair treatment as other regular people. For example, a school setting where these students work as teachers or any different role, and they are treated fairly without any discrimination basing on their disability. An environment where they receive full support from the people around them in any way possible enables them to carry their daily routines with ease.

Postsecondary Transition Plan

A postsecondary transition plan must, first and foremost, include the postsecondary goals:

Vocational training

As mentioned above, the first one is professional training. This entails a type of education that prepares people to work in various jobs, thus also referred to as technical education. This type of learning can be offered in trade schools, community colleges, and technical schools at the postsecondary level. The students are taught on the emphasis of skills and knowledge required for a particular job function, e.g., data entry or typing. These skills are essential when it comes to employment; thus, on learning them, these students stand a chance at being employed as secretaries or other jobs that entail the skills acquired.

Postsecondary Education

The second area is postsecondary education, i.e., colleges, universities, and another schooling. For these students to get employed, they need to further their education after high school. This improvement can be made in colleges or universities where the student enrolls in the subject or course of choice. For example, a student wanting to be a nurse can enroll in a medical training center where he or she can acquire the skills needed for a nurse. After the full years of study, the IEP team comes in and helps the student gain a job at a medical center as a nurse, thus becoming independent. The same case applies to all the other students basing on their goals, and with the help of the IEP team, they should be able to enroll in the postsecondary education that will determine their careers.

Jobs and Employment

The third area of the postsecondary goals is jobs and employment. After a student undergoes the vocational training in the postsecondary education, he or she is now ready for work. The work of students with disabilities has improved over the years; this means that they are now at a high chance of getting employed. The members of the IEP team can provide the employment aid of these students. These members are responsible for providing agencies and organizations that can help these students undergo the postsecondary education. After that level, these same agencies and organizations can help these students get jobs, either by hiring them or suggesting an institution where they can be employed. When these students manage to acquire a job, it will depend on the work site whether they will remain and keep the job or quit and give up altogether. This leads us to the next issue of discussion underemployment, which is the work sites for people with disabilities.

Workplace/ Worksites Descriptions

These places can be anywhere basing on the abilities of the students. They can be hospitals, public and private offices, and hospitals, among other centers. For them to work for students with disabilities, these places have been ideal in the sense that the whole setting intrigues these students to work there and be part of the team. In my opinion, a perfect workplace for students with disabilities, first and foremost, includes a supportive setting. By favorable, I mean the environment, the people around them, the people in charge of them, and the working schedule, among other things. For example, in a school setting, my ideal settings for students with disabilities include a favorable timetable for them. This is in terms of breaks in between the lessons and the whole term in general. These students should not be overworked, and their daily schedule should be flexible in the sense that they can have long breaks in between the lessons to help them prepare adequately for the lessons. The breaks are also essential as they should not tire themselves as some, if not all, might not be able to handle the pressure of a hectic daily schedule.

Any other job setting should also include breaks. They can be in the midst of the daily schedule, e.g., toilet breaks, lunch breaks, etc. Recreational activities are also essential in a work setting. This can be in the form of work trips, work vacations, and work-related parties where these students should be involved. Leisure activities engaged at a place of work paves the way for a mentally-relaxed worker thus can carry out their work routines with more effort.  A work setting should also appreciate these students by awarding them with gifts to enjoy their work in the institution or organization. A token of appreciation motivates them to work harder in their positions and feel welcomed in the worksites. These workplaces should also have quick access to personal needs for these students. For example, a student in a wheelchair should be provided with ramps at the worksites for smooth movement as they carry out their daily chores. Other personal needs might include easily accessible washrooms, considerate office seats, and easily accessible work files and materials, among different requirements. The workplaces should also consider transportation for these students. For example, students hired by agencies should be provided for accommodation and means of transport to their workplaces. These students should not feel strenuous when it comes to matters of their workplaces. The daily schedules of these work sites should also be favorable to these students, as mentioned above, basing on the breaks on their regular schedule.

Developing Social Skills in Work Places

Students with disabilities need to acquire specific social skills that are essential in the places of work. These skills are crucial when it comes to maintaining their friendships and family relationships in general. These students need to build up trust with their fellow workers. This trust is based on them carrying out their tasks to the best of their abilities. When their co-workers know that they can entirely depend on them to deliver, they will maintain close and positive relationships with them. Since they are working with non-disabled persons, they need to try and keep up so as not to feel or be secluded. They can also develop friendship by being supportive of their co-workers, being concerned in matters that affect them, and show a helping hand whenever they can. In doing so, their co-workers are at a high chance of befriending them and helping as well whenever they can.

Another social skill they should develop is respect. This is in terms of their co-workers and especially to their employers.  A sign of respect for others owns them respect from others as well. Respecting their bosses shows appreciation of boundaries and hierarchy of power. Consistent behavior of trust, love, and respect in the place of work assures these students a long-term friendship with the people they work with and even their family members. For example, a student working in a public office should learn the social skill of politeness as they are at a high chance of handling many people in a day. Courtesy should be illustrated in their speech, their actions, and their expression at the workplace. They should learn to use the language of etiquette us politeness is on critical social skills to gaining and maintaining a friendship, which these students need at the place of work.

New Skills to be learned to Achieve Self-Advocacy Skills

These students can learn new skills at their places of work that will allow them to represent one in terms of their views and interests. These skills can also help them achieve their dreams in the workplace. They include new job skills like hard work to work double the average rate to increase their income. Adapting to new friends requires the power of patience and politeness to cope up with any changes in the regular working schedule. They should also be open to new responsibilities at work, for instance, a modification in the work position or their regular work schedule, thus maintaining a good relationship with the employers. A good reputation can be outstanding when it comes to requesting recommendation letters when they want to expand their working territories. Being flexible with these new skills at work enables them to be involved in matters of the workplace, therefore it is easy for them to represent themselves and air their views and interests, which are the self-advocacy skills.

Realities of Work

In the employment sector, some components are expected of any employee in the place of work, disabled or not. These components are known as the realities of work, as defined by (Sitlington & Neubert, 2010); they are the major simple rules and discipline that every employee is supposed to practice at work. One of the significant realities of work is one will need discipline. Discipline is essential for any action as it is a critical factor in being productive at work. Students with disabilities should learn about this reality as it makes them enjoy the work they are doing, thus being productive in the workplace.

Another reality is that separating work and life can be difficult for many people. Many working-class individuals find it hard to balance work and life, e.g., family relationships and friendships. These students need to know that starting to work will mean a significant change when it comes to their families’ and friend’s relationships. Therefore, they should learn how to balance the two situations in every way possible as it will not be of a positive impact if they get to lose one.

The other reality is that at work, one is bound to face distractions and temptations when working. This can come from co-workers, their bosses, and even their family and friends. For example, one can be tempted to skip work or use the work resources carelessly from peer influence by other co-workers, among other activities. These students need to learn how to overcome such temptations. Distractions can be from family members or friends. For example, a student can be distracted by a friend or co-workers at work that might lead to him or her not carrying out their jobs correctly. Therefore, students are encouraged to avoid such people and such cases, which are a risk to their jobs.

Reflective summary

Postsecondary transition is when a child is indulged in a program that enables him or her to work and become independent in life. The change required a plan that involves an integrated and supported setting for these students basing on their disability. Just like the secondary transition, this one is also individualized as every student has their own unique characteristics. Students with disabilities are no exception when it comes to jobs and employment; therefore, they all have rights to being employed and earning a living. The postsecondary transition entirely depends on the strengths and dreams of the student. The IEP team determines all these factors during subsequent development. The information is essential in the next level transition as the IEP team now majors on these strengths to determine what the student can be in the future.

The postsecondary transition is now the most critical in the life of students with disabilities. This is because this transition is what prepares them for the employment sector. The plan is meant to provide these students with essential skills that are mandatory for them to secure and maintain their jobs. For them to be successful and independent, they need this plan to achieve their goals and dreams. The program also helps them to acquire the self-advocacy skills which are essential for decision-making done by these students. They lean to air their views and interests to be heard in any workplace.

In conclusion, the postsecondary transition is vital for every student with a disability as it is the only way to ensure these students maintain their jobs and be able to achieve their dreams and goals in life. When this happens, they can be independent, which is the primary goal for the whole transitions programs being offered in schools for students with disabilities.

References

Benz, M.R., (2016). School-To-Work Opportunities for All Students: A Position Statement of the Division on Career Development and Transition. Career Development for Exceptional Individuals, 19, Pp. 31-48.

Brown, F., McDonnell, J. & Snell, M.E. (2016). Instruction for Students with Severe Disabilities in General Education Settings. Education and Training in Mental Retardation and Development Disabilities, 8^th edition.  33(3)

Michael, R.B. (2000). Improving Graduation and Employment Outcomes of Students with Disabilities: Predictive Factors and Student Perspectives. Exceptional Children, 66(4), Pp. 509-529.

Mike, N., Paul, B. & Kevin, M. (2013). The Realities of Work: Experiencing Work and Employment in Contemporary Society. Macmillan International Higher Education.

Sitlington, P. & Neubert, D. (2010). Transition Education and Services for Students with Disabilities (5^th Edition), 34(2), Pp. 32-45.