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School Programming

Transition planning and school programming should go hand-in-hand. When a comprehensive transition plan is developed, a student’s school program and curriculum are more likely to relate to the direction which the student (and his team) has identified as the goals for adult life. For example, if a student has determined that he/she would like to have a job when he/she gets out of high school, then it will be important to have part of his/her school program to include a vocational component. When a plan is developed early, the programming is sequential in nature. Using the goal area mentioned above, an example of a “coordinated set of activities” would include sequential activities such as:

• An interest inventory, to determine vocational areas of interest from which to build.
• Pre-vocational experiences such as “jobs” within the school setting. Taking data on performance with each of these experiences will be important in determining future vocational experiences.
• Volunteer experiences designed to continue to assess areas of strength and interest.
• A vocational experience - For some students that might mean participation in a vocational program through a vocational high school, for others it might mean community based vocational experiences. Again, information gathered to share regarding areas of strengths and needs will be important.
• Linkages with adult agencies, such as Vocational Rehabilitation (VR or Voc. Rehab.) or the Department of Behavioral and Developmental Services (BDS). If a student is eligible, these agencies will assist in determining and providing necessary support after a student graduates from high school.
• Paid employment – The goal would be for a linkage with a appropriate paid employment situation for a student by the time he/she graduates from high school.
• Connections to community-based social, leisure, and recreational opportunities.

This type of a sequential approach to planning would apply to all appropriate transition planning areas: social and leisure participation, housing, continuing education, maintenance of one’s medical needs, independent living skill development, decision making and self-advocacy.

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Introduction | Federal Definition of Transition Services
Transition Planning | Critical Connections | Other Useful Information