- Policies & Procedures
How is a given school or school district aligning it’s mission, resources, goals and activities to support the transition from school to work for its students with I/DD?
- Staff Knowledge, Experience & Access to Resources
How well are the administrators, teachers and support staff (e.g., transition specialist, job coach, etc.) equipped (e.g., knowledge base, access to training and technical assistance, access to community resources, dedicated time, etc.) to tackle the tasks set forth underneath a school’s transition program?
Effective transitions from school to work for students with I/DD require more than just a commitment from dedicated teachers. The policies and procedures adopted by a school district or an individual school can influence every aspect of a program. Policies and administrative practices have the potential to:
- Support and promote early planning efforts
- Recruit individuals with specific responsibilities for transition to promote improved post-school outcomes for students with disabilities
- Affect curriculum offerings and specify what types of classes/experiences can be pursued for credit
- Create opportunities for valuable student community work activities
- Develop incentives and methods needed to implement evidence-based models, practices, and strategies
- Bring collaborative partners into the transition planning process
- Build partnerships with universities to conduct research to demonstrate and validate new transition support strategies as well as monitor longitudinal outcomes.
SC Fast Facts
A number of South Carolina high schools have implemented strategies to begin the active transition planning process for 8th graders, coordinating with middle schools to ease the transition to high school for students with disabilities.
Did You Know?
Students who were integrated into a regular school setting (as opposed to special school for persons with a disability) for most of their schooling were more likely to be engaged in post-school employment (Test et al., 2009).