A number of considerations should be taken into account in an effort to build competence and ultimately prepare youth for life after school.
Planning for life after high school should be looked at as an ongoing and continuous process starting as early as elementary school.
The ultimate goal of the transition planning process, specific to the transition from school to work, is to make sure that all the stakeholders (e.g., students, parents, school staff, adult service staff) are proactively working to provide the appropriate academic, social, and occupational experiences that will help the individual to thrive in the workplace during and after school.
It’s best to utilize a person-centered planning approach (e.g., PATH, MAPS, GAP) so as to assist the student in taking control over his/her own life.
“Helping all youth to make informed choices and achieve desired outcomes requires a structured, well-defined assessment process. To collect all needed data, assessment activities should include observations, interviews, record reviews, and testing/performance activities” (Timmons et al., 2005).
As a young child most of us were asked, “What do you want to be when you grow up?” Just as with any person, individuals with intellectual or developmental disabilities should be, beginning at a young age, encouraged to dream big and plan well. That is what meaningful transition planning is really all about!
Indicator 13 Resources
SC Department of Education’s Indicator 13 Training Module:
This module consists of a video, handouts, post-assessment, and resources!