Transition, Gold Coast Style

1
Transition, Gold Coast Style!

• Presenter
• Greg Clarke
• School Transition Officer
• Gold Coast District EQ

2
Transition from school to post school life for
students with disabilities

• Gold Coast District
• South Coast Region
• Education Queensland

3
Topics

• Key elements of the Gold Coasts transition model
• Facilitating the transition SET/PFAPs
• International best practice.

4
Transition Model Key Elements

• First element - a transition process that is
• Planned
• Empowering for the individual
• Holistic in nature
• Valued by the stakeholders and
• Clearly understood by stakeholders (inc. roles
  and responsibilities).

5
Transition Model Key Elements

• Second element - at the school level
• High quality IEPs and programs that address
  student long and short-term goals and
• Creation of options to meet need and provide
  choice.

6
Transition Model Key Elements

• Third element - post school provision that
• Is adequate
• Has variety in service areas
• Is responsive to student need
• Is cooperative and collaborative and
• Works closely with schools.

7
Facilitating the transition - SET/PFAPs

• Steps in developing the plan
• 1. Establish a vision of the future that is
  holistic and considers the environments of
• Vocation
• Living arrangements
• Recreation and leisure and
• (Further study/lifelong learning to be integrated
  where necessary).

8
Facilitating the transition - SET/PFAPs

• Steps in developing the plan
• 2. Long-term goals
• Clear targets/measurable milestones, things that
  need to be achieved in 10 years time to have the
  vision.

9
Facilitating the transition - SET/PFAPs

• Steps in developing the plan
• 3. Short-term goals
• Clear targets, things that need to be achieved
  over the next couple of years for the long-term
  goals to be achieved.

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Facilitating the transition - SET/PFAPs

• Steps in developing the plan
• 4. Strategies
• Ways to achieve goals, including
• Things that need to happen at school and home,
  now and over the next couple of years
• Who should do things and when they should be done
  by and
• Services that may need to be used when school
  finishes.

11
International best practice.

• Categories of Transition Practices (Kohler 1993)
• Student-focused planning - transition plan
  development, student participation in the
  planning process, and planning strategies
• Student development - life skills instruction,
  employment skills instruction, structured work
  experience, career and vocational curricula,
  transition assessment, and self-determination
  training
• Family involvement - family participation in
  transition planning, family training, and family
  empowerment
• Interagency collaboration - collaborative service
  delivery and inter-organisational frameworks
• Program structure - policy, philosophy, strategic
  planning, program evaluation, resource
  allocation, and human resource development.