Transition

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Transition

• Definition movement, passage, or change from one
  position, state, stage,
  subject, concept, etc., to another
  change 
• The transition from preschool to kindergarten.
• The transition from primary to high school.
• The transition from school to university or
  vocation.
• The transition from adolescence to adulthood.
• The transition from present to.better in future

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Why is Transition Planning Important?

• - Provides an opportunity to review personal
  accomplishment and create an individualized
  vision for the future.

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When does Transition Planning begin?

• - As early as possible
• - the youth may be 14 years old
• - Starting early allows time to adequate
  prepare and implement a Transition Plan that will
  address the challenges of preparing for adulthood
  
  

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Strategies for Transition Planning (1)

• Person Centered Planning
• Student Involvement
• Family Involvement
• Community Involvement educators, therapists,
  socials workers, current and future service
  providers, community businesses and etc.
• The transition coordinator plays a key role
  within the transition planning team.
• Focus on strengths and abilities rather than
  disabilities

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Strategies for Transition Planning (2)

• The development of services and supports are
  responsive to each individuals unique needs and
  dreams
• Effective communication and collaboration of
  Transition Planning Team
• Provide Responsive Services
• Utilize Existing Community Supports.

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Six steps to Transition Plan

• Step 1 Build a planning team
• Step 2 Gather information Map (Making
  action plan)
• Step 3 Develop the transition plan
• Step 4 Implement the transition plan
• Step 5 Update the transition plan
• Step 6 Hold an exit meeting

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Step 1 Build a Planning Team (1)

• The Transition Planning Team
• To develops goals, identifies problem, creates
  solutions and establishes links between agencies
  and community resources.
• Does effectively the right composition of team
  members is required.

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Step 1 Build a Planning Team (2)

• Planning Team members 2-8 people
• student, parent/guardian, school personal,
  social workers, community members, current
  service providers, service agencies for adults,
  students network
• Appropriate members Who knows the student the
  best? Who does the student trust and feel
  comfortable around? Who does the student look to
  for advice and support? Who would the student
  like to help him/her with transition from school
  to adulthood?

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Step 2 Gather Information

• Gather Information Building a Personal
  Profile
• Planning Team gathers valuable the students
  information and coming to understand by the
  planning tool Map (Making action plan)
• History Map, Background Map - Relationships
  Map
• Preferences Map - Dreams , Hopes, Fears Map
• - Places Map and etc.
• The maps used to create a personal profile.
  These five maps generally apply to anyone. You
  might also want to map choices, communication,
  capacities, health concerns, contributions,
  responsibilities, or any other pertinent issue.
  The format for each individual's plan is unique
  based on his or her circumstances.

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History Map, Background Map

• A personal history for the student from birth to
  present is generated by the group. The
  individual and those who have known him or her
  contribute information by telling stories about
  significant events.
• The background map created helps the group to
  understand the life experience of the student and
  his or her family

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Relationships Map

• This map illustrates the persons relationships.
  
• - The inner circle is for those who are closest
  to the student. It includes people who see the
  student everyday or with whom the student has a
  very close bond.
• - The second circle is for those people the
  student is involved with on a regular basis.
• - The outer area is for those people whom the
  student knows and finds meaningful, but with whom
  there is not as much opportunity to have contact.
  

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Preferences Map

• Preferences Map reminds the participants that the
  wishes of the student should be the basis for the
  dream the group discovers capacities to build on
  and conditions to avoid. These map helps
  illustrate patterns in the interest and unique
  contributions of the student, it also helps
  identify patterns in the conditions that block or
  challenge the development of opportunities.

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Dreams , Hopes, Fears Map

• - Dreams and Hopes are new images of the future
  emerge as an individual and people who care
  explore ways to fully express the student's
  capacities and interests in the community.
  Participants bring together inner hopes and
  dreams with a new appreciation for the students
  gifts and preferences to form a shared dream for
  the future. This chart helps illustrate what the
  student desires for his or her home, job,
  community life, and personal life. This is a
  picture of a dream.
• - Fears

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Places Map

• The places history for the student from birth to
  present and may be in the future which generated
  by the group.

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Step 3 Develop the transition plan

• Planning Team team considers the syudentss
  goals, the available services and supports in the
  following areas
• health (medical needs and healthy lifestyle)
• daily living (self-care, meal preparation,
  etc.)
• housing / living arrangements
• finances and money management socialization
• transportation recreation
• community involvement cultural associations
• (ConsiderTransition Program Components)

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Step 4 Implement the Transition Plan

• Planning Team puts the Transition Plan into
  action includes assigning very specific, detailed
  responsibilities and timelines. Who will do what,
  when and how must be decided by the team.
• Effective communication must be established to
  ensure that the tasks/actions are carried out on
  time.
• The transition coordinator or a parent may choose
  to take on the responsibility of ensuring that
  team members follow through with the actions
  recorded in the Transition Plan

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Step 5 Update the transition plan

• The transition coordinator schedules follow-up
  meetings and updates the plan as needed. The
  family member may initiate the process by
  identifying a need to review the plan.

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Step 6 Hold an exit meeting

• The transition coordinator organizes this final
  planning session. At this stage of the process,
  the student is nearing the end of the school.
  Here, the Transition Plan is finalized, tasks and
  objectives achieved by the group to date are
  identified, and any transition planning goals or
  objectives that have not been accomplished are
  addressed.

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bibliography

• Betsy McGinnity Betsy Bixler. (2010). Planning
  for Successful Transitions for Students with
  Visual Impairments and Additional Disabilities.
• B.C. Ministry of Children and Family
  Development. Transition Planning For Youth with
  special needs. Retrieved August, 7, 2011 from
  http//www.mch.gov.BC.ca/spec_needs/pdf/support_gu
  ide.pdf.
• Cameameto, R., Levine, P., Wagner,M. (2004).
  Transition Planning for Students with
  Disabilities. A Special Topic Report from the
  National Longitudinal Transition Study-2 (NLTS2).
  Menlo Park, CA SRI international.
• Moss, K. and Wiley, D. (2011). A Brief Guide to
  Personal Futures Planning (Manual).