Transition Planning Process
Transition planning is a process meant to assist students in achieving their goals and dreams in life (Wehman, 2006). Students with disabilities are no exception to this process, as they also need help in achieving their goals and dreams. However, the process is a bit different from them as they are unique in their ways. Therefore, the process is individualized to every student. The goals and outcomes are also different in every one of them. Transition process among students with disabilities is essential in the sense that it requires a lot of attention (Craig, 2017). The main aim of the process is to achieve positive outcomes in terms of their future and dreams. Therefore, many parties are involved in making the process a complete success.
Some components of the model would be of great use in my setting. For instance, the model mentions that there are three significant areas of the student’s life that the IEP team should consider when planning; their living, learning and working information (Wehman, 2006). For any transition process to be a success, especially on students with disabilities, the team involved should explore the living standards of every student, how they spend their leisure time and how they are involved in the society. The team should focus on the learning of the students by including a variety of education options when planning. This part should range from colleges to technical schools to job training. Lastly, the team should also consider the working of each student. The planning should include different career choices and work-related skills, e.g. following directions and punctuality (Wehman, 2006).
In helping the students with disabilities transition from secondary education to adulthood, specific measures are implemented based on the model. First, services should be provided to these students to meet their unique needs (Craig, 2017). The services include an instruction which can be in the form of either regular or special education, technical or career education that will help them learn particular skills. Secondly, the students should also receive the support that can include accommodation which will give them quick access to education. The school personnel should also show support to these students in every way possible. Lastly, the team responsible should provide linkages to these students. These linkages may include agencies and services that these students might need in future when securing a job.
In conclusion, the transition planning process is helpful, especially for students with disabilities. The process helps these students to transition with ease from one level of education to the next and eventually into their adulthood. For the process to be a success, many parties are involved as well as their full participation.
References
Craig, A. (2017). Education and Training in Mental Retardation and Developmental Disabilities. 32(2), Pp. 105-112.
Wehman, P. (2006). Life Beyond the Classroom: Transition Strategies for Young People with Disabilities (4th Ed). Paul H Brookes Publishing.