Transition Considerations and Related Activities
Academic
- Identify individual learning styles
- Become aware of career and employment
interests
- Focus on what you will need to succeed in the community
- Reinforce
what the schools are teaching at home
- Foster a lifelong love of
learning
- Learn about post-secondary educational opportunities: Adult
Education, Technical Schools,
Community Colleges, Colleges and Universities
- Practice communication
across all environments (home, school, job, leisure activities)
Employment
- Visit various employment sites
- Job Shadow an employee at these sites
- Work at home (summer job, chores,
etc.)
- Become aware of career and employment interests
- Develop transportation
options (driver’s license, public transportation,
etc.)
- Apply to Vocational Rehabilitation
- Visit local programs that provide
vocational services
Independent Living
- Develop good personal care
- Develop housekeeping, budgeting, and cooking
skills
- Know how to handle emergencies and how to live safely
- Visit local providers
of residential services
- Learn to access key parts of your community (bank, grocery store,
post office, doctor’s office, etc.)
- Obtain state identification card
through Department of Motor Vehicles (DMV)
- Develop social and emotional
safety skills
- Learn about and/or refer to the Department of Behavioral
and Developmental Services for mental retardation adult services
- Review
the eligibility requirements for accessing Social Security benefits
and/or Supplemental Security Income
Social ~ Recreational
- Arrange ongoing social activities (with peers)
- Establish exercise routines
- Join school or community sports teams or
a health club
- Join organizations (religious, fraternal, social clubs,
etc.)
- Invite others to activities
- Maintain an active relationship with family
Health
- Discuss health issues with your youth
- Assist your youth to understand
and take more responsibility for monitoring their medication(s)
- Learn
what they think and feel about their own health needs
- Have them practice
making doctor’s appointments
- Inventory what they can and cannot
do for themselves
- Institute learning objectives to teach personal health
care
- Assess the impact of health care issues on post-school plans (job,
living, recreation, etc.)
- Make connections with community health services available
after high school (i.e. physical/speech/occupational therapy)
- Explore
continuation of family’s medical insurance, post school.
- Explore
eligibility of MaineCare
Legal
- Assess decision-making competency
- Inform student of newly obtained rights
and responsibilities by the age of majority (18 years old); including
education, Americans with Disabilities
Act (ADA) & Rehabilitation Act (504)
- Explore the need for guardianship
options
- Explore the establishment of a special needs trust, as early
as possible
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