Making the crucial move to adulthood for young people with disabilities can be difficult — but when their support teams understand the basic components of good transition programs, the process will be smoother and more empowering for everyone involved. That is the topic of today's blog article. Keep these basics in mind as you assist your student in exploring the possibilities and work toward their goals and aspirations, whether you're a teacher or another member of a young person's support team.
Engage in continuing, concrete discussions about what's achievable. Maintain high expectations for your pupils, pay attention to what they (and their families) want, and assist them in envisioning a life in which their aspirations and desires may come true. Demonstrate what's possible by providing specific, real-life examples of people with struggles who have successfully transitioned to adulthood — and talk about the future with students and families frequently.
Focus on parent-child relationships, peer access, and information exchange. "Several years down the road" might feel like a lifetime away for families caught up in the swirl of day-to-day activities and problems. Parents need to make the most of their child's formative years in school. Provide adequate time and readily available venues for families to learn about the transition to maturity, ask questions, and express their concerns. Make connections with children and families who have successfully managed the transfer process.
Emphasize job experience, employment, and the student's work portfolio. Parents should use the school years to assist children in striving for competitive, integrated employment by having them think about what kind of career they want to do someday. Even if kids want to pursue higher education first, work after high school is still a significant issue. Assist your students in putting up a summary of their likes, dislikes, support requirements, and experiences so that they may readily communicate this information to members of the transition team and potential employers.
Focus on community participation, resources, and assistance. Families frequently get fragmented or inadequate information regarding a particular service, resource, or support, which is vital for a successful transitional services process. School workers may only direct families to organizations that they are familiar with or believe are relevant to the student issue, limiting the number of resources available.
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