A Family Guide to Transition Planning by mifei

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									A Family Guide to




                   Transition Planning
     Compiled by

     Indiana Institute on Disability and Community
     The University Affiliated Program of Indiana
     Center on Education and Lifelong Learning
     2853 East Tenth Street
     Bloomington, Indiana 47408-2696

     In Collaboration with

     IN*SOURCE
     Indiana Resource Center for Families with Special Needs
     809 N. Michigan
     South Bend, Indiana 46601



                                      Revised April 1, 2003
This material was produced with support from federal Grant Contract #H158A30016 United
States Department of Education, Division of Special Education and the Indiana Department
of Education, Division of Special Education Project #75996-001-PN03. The information
presented herein does not necessarily reflect the position or policy of the United States
Department of Education or the Indiana Department of Education, Division of Special
Education and no official endorsement should be inferred.

The Center on Education and Lifelong Learning (CELL) is one of eight centers located at
the Indiana Institute on Disability and Community at Indiana University, Bloomington. The
Institute is committed to services that touch the entire life span, from birth through older
adulthood. The work of The Institute’s eight centers address the issues of:

       ‘      Young children and families
       ‘      School inclusion
       ‘      Transition/Employment
       ‘      Autism
       ‘      Aging
       ‘      Information and referral
       ‘      Planning and policy studies
       ‘      Technology and technological adaptations

The Institute pursues its mission with support from Indiana University, funding from federal
and state agencies, and foundations.


Materials developed by the Indiana Institute are available in alternative formats upon
request.
        The future is not something
  we enter. The future is
  something we create.

  And creating that future
    requires us to make
  choices and decisions...

That all begins with a dream.

                      Leonard I. Sweet
         Center on Education and Lifelong Learning
                   Dixie Patterson, Family Coordinator
                Center on Education and Lifelong Learning
               Larry Schaaf, Transition Resource Facilitator
                 Center on Com mun ity Living and C areers
                          2853 East Tenth Street
                    Bloomington, Indiana 47408-2696
                               (812) 855-6508
                        http://www.iidc.indiana.edu



         IN*SOURCE (The Indiana Resource Center
             for Families with Special Needs)
              Sally H am burg, Transition Program Coordinator
                      Wilner C usic, Program Specialist
                         809 South Michigan Street
                      South Bend, Indiana 46601-1036
                               (574) 234-7101
                               (800) 332-4433
                          http://ww w.insource.org




ATTIC (Assistive Technology Training and Information Center)
                      Pat S tew art, Executive Director
                        2758 B East Pinehill Drive
                        Vincennes, Indiana 47591
                                (812) 886-0575
                                (800) 962-8842
                        http ://w ww.cn twk.n et/~ attic




                             Contributors:
                               Kathy O sbo rn
                                Pat Rogan
                               Susan Rinne
                                                  TABLE OF CONTENTS

Introduction


Transitio n is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

WHEN DOES TRANSITION PLANNING OCCUR? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

WHEN DOES INTERAGENCY COLLABORATION NEED TO HAPPEN TO ASSURE ADEQUATE
  TRANSITION PLANNING? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

WHO PARTICIPATES IN TRANSITION PLANNING? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

WHAT INFORMATION IS INCLUDED IN A TRANSITION PLAN? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

HOW IS TRANSITION PLANNING CONDUCTED? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

WHAT IS THE ROLE OF THE STUDENT
  IN THE TRANSITION PRO CESS? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

WHA T IS THE ROLE O F THE FAM ILY
  IN THE TRANSITION PRO CESS? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

TRANSITION PLANNING TIMELINE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

WHAT IS THE ROLE OF THE SCHOOL
  IN THE TRANSITION PRO CESS? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

WHAT IS THE ROLE OF ADULT SERVICE PROVIDERS
  IN THE TRANSITION PRO CESS? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

PARENTAL STRATEGIES FOR SUCCESSFUL
   TRANSITION OUTCOM ES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

INDICATORS OF EFFECTIVE
   TRANSITION PLANNING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

ACTIVITIES & EXPERIENCES TO ASSIST STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

PARENT/GUARDIAN SURVEY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

STUDENT TRAN SITION SURVEY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

THE IMPORTANCE OF KEEPING RECORDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

INDIANA STATE RESOURCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

HOW TO REACH SOCIAL SECURITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

INTERNET RESOURC ES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

TRANSITION TERMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

ARTICLE 7
   RULES 17-31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
                                INTRODUCTION


The transition from high school to adulthood can be both exciting and challenging for
families and students. The purpose of this booklet is to provide information that will help
you plan for the future. Following is a listing of included topics.

   •   Overview of transition, including what it is, who is involved, and when and how
       planning should occur.

   •   Roles and responsibilities of key participants.

   •   Tips for activities and experiences leading to successful transition outcomes.

   •   An Appendix containing checklists that can be used for information gathering
       and planning, a description of the laws and regulations that drive transition
       services, and a list of Indiana and Internet resources.

We hope this booklet gets you started in the right direction. For more information, please
call one of the people listed in the front of this booklet.
                            Transition is more than an
                             administrative process.

        Rather, transition is a value driven approach
       to help young people make a successful entry
         into life as full participating adult citizens.

                                                                              Daniel Steere (1993)




Transition refers to the design of desired lifestyles for youth with disabilities, and the pursuit of desired
outcomes throu gh s cho ol and non -schoo l expe riences. The goal of transition planning is the uninterrupted
movement of studen ts with disabilities to po st-seco nda ry ed uca tion an d/or c om mu nity em ployme nt,
com mu nity living, and an integrated adult life. Choice in all of these areas is essential to positive outcomes.




                                                       2
                             TRANSITION

    The design of a desired adult lifestyle for students with disabilities.
             Elements essential to an adult life plan include:




                                  A HOME




                                                             FAMILY & FRIENDS
    A JOB




POST-SECONDARY
  EDUCATION                                                   RECREATION/
                                                                LEISURE


                                      3
                           INDIANA STATE BOARD OF EDUCATION
                                SPECIAL EDUCATION RULES
                                   TITLE 511 ARTICLE 7
                                       RULES 17-31


 511 IAC 7-28-3 Tran sition to adu lt life

 Sec. 3 (a) Beginning at fourteen (14) years of age, or earlier if determined appropriate by the case
 conference committee, and updated annually, the individualized education program shall include a
 statement of the student’s transition service needs, based on career considerations and focused on the
 student’s courses of study (such as participation in academic honors or advanced placement courses,
 Core 40, technical preparation courses, or vocational education courses). The statement shall also
 indicate whether the student will pursue a high school diploma or a certificate of completion.

 (b) Beginning at the case c onference p rior to the student’s entry into high school or sixteen (16) yea rs
 of age, whichever comes first, and at least annually thereafter, the student’s individualized education
 program shall include a statement of needed transition services that guides the development of the
 special education and related se rvices and the stude nt’s course of study, goals, bench mark s and sh ort
 term objectives.




WHEN DOES TRANSITION PLANNING OCCUR?

In light of the rules set out above, transition planning formally begins when the student is
fourteen (14) years of age, as part of the IEP, and is updated annually.

Transition planning serves several important functions:

   U Vision of desired outcomes serves as basis for IEP goals and objectives;

   U Introduces the student and family to adult service providers and community
     resources;

   U Identifies necessary supports for the student to live, work, and recreate in the
     community.

   U Identifies gaps in the local adult service system; and

   U Provides information to Vocational Rehabilitation and adult service providers
     about individual needs.




                                                      4
WHEN DOES INTERAGENCY COLLABORATION NEED TO HAPPEN TO ASSURE
ADEQUATE TRANSITION PLANNING?

In order to assist youth with disabilities to achieve their dreams, students and key support
people must begin planning as early as possible. Individuals with Disabilities Education
Act (IDEA) and Article 7 both address interagency responsibilities and collaboration,
emphasizing that they be based on each individual student’s needs. Article 7 does not
require that the local education agency provide demographic information to Vocational
Rehabilitation on every Freshman student. However, the school and the transition team
need to determine when information should be exchanged between agencies to allow
adequate planning and collaboration, based on each individual student’s IEP. It is
important to remember that, in order to make a successful transition from high school to
adult services and support, some individuals may require more planning time.


WHO PARTICIPATES IN TRANSITION PLANNING?

The formation of a transition team is part of the transition planning process. The goal of
this team is to work together to identify and secure services needed by the student while
in high school and for adult life. The composition of each student’s transition team will vary
according to the needs and desires of the student and his or her family.

Students and families can invite friends and others to participate on the transition team.
A listing of possible transition team participants includes:

   g   Student
   g   Family Members
   g   Teacher(s); Administrator(s)
   g   Related Service Personnel (e.g., Speech, Occupational, Physical Therapists)
   g   An Individual Who Has the Authority to Commit School Resources
   g   Vocational Specialist; Transition Coordinator
   g   Vocational Rehabilitation Counselor
   g   Guidance Counselor
   g   Adult Service Provider(s)
   g   Advocate(s)
   g   Peer(s)




                                              5
WHAT INFORMATION IS INCLUDED IN A TRANSITION PLAN?

Student success in post-school life should be the focus of the transition plan. Depending
on the student’s needs, the following issues (while not exhaustive) could be addressed in
plannning:

   g   Employment/Vocational Education
   g   Friends and Family Relationships
   g   Graduation or School Exit Date
   g   Post-Secondary Education
   g   Connections with Mental Health Centers
   g   Transportation
   g   Insurance
   g   Medical Needs
   g   Driver’s Education Training
   g   Leisure Opportunities
   g   Self-Determination/Self-Advocacy
   g   Time and Stress Management
   g   Mobility/Communication Needs
   g   Community Living Options
   g   Long Term Care
   g   State ID Card
   g   Income Support
   g   Selective Service Registration
   g   Relationship Issues/Parenting/Sexuality


HOW IS TRANSITION PLANNING CONDUCTED?

While the transition planning process begins informally at a young age (with community
participation, household chores/responsibilities, etc...), the formal transition process
generally follows this sequence:

   1. Determine desired outcomes for students using a person-centered planning
      process (which may include surveys, interviews, interest inventories, circles of
      support or Personal Futures Planning meetings, etc...) To develop the long-term
      vision based on the student’s dreams for the future. (For parent/guardian and
      student surveys, see pages 19-26).

   2. Define student’s current strengths, interests, and needs through profiles,
      student interviews, interest inventories, former teacher interviews, and family input.


                                             6
   3. Decide what activities, services, and supports the student needs to achieve
      his/her goalsd.

   4. Translate the vision into annual IEP goals and objectives which support the
      student in acquiring the skills, adaptations, resources, information and contacts
      necessary to achieve the desired outcomes.

The case conference committee meets annually to share information and generate the
IEP. When transition services are being discussed, these meetings are generally chaired
by the student’s classroom teacher or a district transition specialist. An even better
approach occurs when the student chairs his or her own meeting. The agenda for a
meeting when transition services are being discussed might look like the following:

   1. Introduce team participants.
   2. Review meeting agenda.
   3. Review student performance on personal management, leisure, and vocational
      goals from the previous year’s IEP.
   4. Student/parent(s) indicate preferences for desired transition outcomes. All
      recommendations are recorded in a visible manner, preferably on a worksheet
      designed for this purpose.
   5. Review all local adult service options.
   6. Make recommendations for the upcoming year’s IEP goals and objectives as they
      relate to the desired transition outcomes.
   7. Negotiate student’s specific recommendations for services and transition supports.
   8. Record recommendations for outcomes, goals and objectives on the IEP,
      designating timelines and responsibilities for each participant.




                                           7
   “No one has a greater stake in the
 outcomes of transition planning than
  young adults with disabilities. They
should be active, participating members
    of formal or informal transition
         activities and efforts.”


                   Ma rtin Gould and N anc y McTa ggart
                   Self Advocacy for Transition




                   8
              WHAT IS THE ROLE OF THE STUDENT
                IN THE TRANSITION PROCESS?


   U Express opinions and exercise choice.

   U Attend transition planning and case conference committee meetings.

   U Participate in community transition council activities.

   U Take an active role in planning meetings; such as issuing invitations,
     facilitating, taking notes, and/or disseminating materials.

   U Listen and be attentive during meetings.

   U Be an assertive, tireless, self-advocate.

   U Participate in self-evaluations.

   U Be respectful of others in the community, on the job, and at school.

   U Gather information about schools and service providers, and ask detailed
     questions along the way.



(Adapted from : School to Comm unity Transition: A Planning and Procedure Handbook for Parents and
Teach ers in LaP orte C oun ty, 4/92, CSCI.)




                                                9
               WHAT IS THE ROLE OF THE FAMILY
                IN THE TRANSITION PROCESS?

   U Advocate for curriculum that will prepare students for work and community
     life.

   U Include goals for community job training, if related to achieving desired
     outcomes, in your son/daughter’s IEP.

   U Investigate post-secondary education options with your son/daughter and get
     information about admissions requirements, accessibility, adaptations,
     supports, and financial aid available to students.

   U Maintain close communication with teachers throughout the school years.

   U Participate in community transition council activities.

   U Attend all IEP meetings.

   U Communicate the value of work to your son/daughter.

   U Encourage activities that will support employment, post-secondary education
     and community living.

   U Get to know local decision-makers.

   U Express a preference for good community jobs.

   U Visit community living providers in the area and express preference for small
     personalized homes or supported living arrangements.

(Adapted from : School to Comm unity Transition: A Planning and Procedure Handbook for Parents and
Teach ers in LaP orte C oun ty, 4/92, CSCI.)




                                               10
           TRANSITION PLANNING TIMELINE: STUDENT/FAMILY RESPONSIBILITIES

   GENERAL                        IEP MEETING IN                      FRESHMAN                          SOPHOMORE                           JUNIOR                      SENIOR
   ONGOING                       SPRING PRIOR TO                     IEP MEETING                        IEP MEETING                      IEP MEETING                 IEP MEETING
   PROGRAM                         HIGH SCHOOL
 DEVELOPMENT
RESPONSIBILITIES
1. Attend transition             1. Attend transition            1. Attend transition              1. Attend transition              1. Attend transition         1. Make graduation
workshops/events.                orientation/freshman back-      workshops.                        workshops.                        workshops.                   arrangements (i.e. cap,
                                 to-school night.                                                                                                                 gown, yearbook picture,
2. Familiarize self with                                         2. Obtain and study local         2. Attend career/college          2. Survey post-secondary     invitations/
transition topics: community-    2. Complete student/            transition resource               nights to pursue employment       institutions (explore        announcements).
based programs, work             parent surveys and bring        manual. Talk about your           or post-secondary options.        supports you will need).
training, vocational training,   to IEP conference.              vision/dreams with a peer,                                                                       2. Meet with post-
post-school vocational/                                          friend, or adult.                 3. Visit local community living   3. Learn about and access    secondary institution
educational alternatives,        3. Be an active member/                                           providers and employment          community services.          representatives and
supplemental income, adult       decision maker in the IEP.      3. Review and update the          service agencies.                                              confirm support services.
living options.                                                  transition outcome                                                  4. Review/update
                                 4. Develop IEP goals and        statements (student's             4. Review and update the          transition outcome           3. Attend final
3. Complete student/parent       objectives relevant to the      visions/dreams may                transition outcome statements     statements.                  year/transition exit
transition surveys.              transition outcome              change).                          (student's vision/dreams may                                   conference.
                                 statements.                                                       change).                          5. Develop IEP goals and
4. Plan to attend all IEP                                        4. Develop IEP goals and                                            objectives relevant to the   4. Assume role as case
meetings and participate in      5. Select high school           objectives relevant to the        5. Develop IEP goals and          transition outcome           manager.
planning and decision            courses relevant to the         transition outcome                objectives relevant to the        statements.
making.                          desired transition              statements.                       transition outcome                                             5. Respond to graduate
                                 outcomes.                                                         statements.                       6. Select senior courses     follow along surveys
5. Ask all questions you                                         5. Select sophomore                                                 relevant to the desired      conducted by school
have and do not sign what        6. Identify freshman year       courses relevant to the           6. Select junior courses          transition outcomes.         district.
you do not understand.           work training experiences       desired transition                relevant to the desired
                                 (at least 2), if appropriate.   outcomes.                         transition outcomes.              7. Identify final job
6. Seek support from                                                                                                                 placement and supports.
friends, advocates, and                                          6. Review/select job              7. Review/select job training
other parents.                                                   training suitable to the          suitable to the individual        8. Apply for financial aid
                                                                 individual student.               student.                          for post-secondary school.

                                                                                                   * All 18 year old males must      9. Request transfer of job
                                                                                                   register for selective service.   support services to
                                                                                                                                     employment provider or
                                                                                                   * At age 18 students are          transfer information to
                                                                                                   emancipated and their             post-secondary school.
                                                                                                   parents are not the legal
                                                                                                   guardian unless the parents       10. Set up orientation
                                                                                                   have been appointed the legal     meeting and discuss
                                                                                                   guardian by a court.              application for Vocational
                                                                                                                                     Rehabilitation Services.
                                                                                       * At age 18 students may be
                                                                                       eligible for SSI on their own
                                                                                       income/
                                                                                       resources.
    (Adapted from: School to Community Transition Manual, School to Community Transition Project (1993). Crossroads Rehabilitation Center; Osborn, K. and Wilcox, B. (1992))



                                                                                              11
               WHAT IS THE ROLE OF THE SCHOOL
                 IN THE TRANSITION PROCESS?

   U Provide integrated education that emphasizes student’s involvement with
     peers without disabilities and focuses on the building of integrated peer
     support networks.

   U Involve student and parents in selecting valued activities for the IEP.

   U Participate in Community Transition Council activities.

   U Provide functional curriculum that emphasizes work, leisure, and personal
     management activities in a community-based program.

   U Provide curriculum that prepares student for post-secondary education.

   U Provide a variety of community job training opportunities.

   U Develop and disseminate a Transition Manual for students and parents that
     describes local services.

   U Provide parent education and training on current programs and post-high
     school opportunities.

   U Communicate and build ties with the business community.

   U Develop individualized student resumes and portfolios.

   U Initiate an interagency agreement to establish timelines and responsibility for
     transition planning activities.

   U Ensure that each student graduates with competitive employment or a job
     that meets supported employment guidelines, if the student desires.

   U Identify desired transition outcomes and develop a transition plan for each
     student as part of the IEP process.

(Adapted from : School to Co m munity Transition: A Planning and Procedure Handbook for Parents and
Teach ers in LaP orte C oun ty, 4/92, CSCI.)




                                                12
WHAT IS THE ROLE OF ADULT SERVICE PROVIDERS
         IN THE TRANSITION PROCESS?

   U Participate in formal transition planning meetings for high school students;
     provide requested information and follow through with applications for
     service.

   U Work with school personnel to overlap services during the student’s last
     year.

   U Participate in Community Transition Council and other interagency council
     activities.

   U Collect and disseminate information on service recipient outcomes in local
     services.

   U Implement programs that reflect professional best practices and support
     normalized adult lifestyles for individuals with disabilities. In general, adult
     service programs should be designed to promote economic self-sufficiency,
     relationships with peers, choice, development of new skills, and community
     integration.




(Adapted from : School to Comm unity Transition: A Planning and Procedure Handbook for Parents and
Teach ers in LaP orte C oun ty, 4/92, CSCI.)




                                               13
    PARENTAL STRATEGIES FOR SUCCESSFUL
           TRANSITION OUTCOMES

U See that career planning and/or vocational training is built into our
  son/daughter’s IEP.

U Work with your son or daughter and the transition team to make plans for
  your son/daughter’s adult life.

U Provide information to the team about your son/daughter’s interests, skills
  and dreams (goals).

U Encourage school personnel to find, place, and train your son/daughter in a
  job (of his/her choice) while in school.

U Ask that a Vocational Rehabilitation counselor be present for the case
  conference committee meeting the year before graduation.

U Visit colleges and universities with prepared questions regarding admissions
  requirements, accessibility, accommodations and available supports.

U Visit adult service programs in your area.

U Prepare your son/daughter to be as independent as possible and provide
  opportunities to participate in the community.

U Dare to dream and share that dream with the case conference committee.




                                       14
              INDICATORS OF EFFECTIVE
                TRANSITION PLANNING

j Students and parents are primary decision-makers.

j Students and families a re actively involved.

j There is commitment and involvement of a variety of school staff.

j Non-school agencies, services and community resources assist in
   transition planning.

j The IEP reflects desired student outcomes.

j The curriculum offers:
   <   exposure to a variety of career options,
   <   post-secondary education preparation,
   <   preparation for community living, and
   <   opportunities to develop friendships and explore leisure
       opportunities.




                                    15
SUGGESTED ACTIVITIES & EXPERIENCES TO ASSIST STUDENTS
   IN ACHIEVING THEIR DESIRED TRANSITION OUTCOMES

                      COMMUNITY PARTICIPATION

 9   Become aware of community opportunities
 9   Develop shopping skills
 9   Learn to order and dine in a restaurant
 9   Develop skills to assure personal safety
 9   Learn to use public/alternative transportation
 9   Obtain a driver’s license (if appropriate)
 9   Obtain a state identification card
 9   Learn to use a bank account
 9   Learn to schedule appointments
 9   Identify and learn about community & adult services supports


                       HOME/COMMUNITY LIVING

 9   Develop personal care skills
 9   Understand human sexuality and relationships
 9   Develop housekeeping/cooking skills
 9   Develop budgeting skills
 9   Identify whom to call and what to do in emergency situations
 9   Participate in independent living training programs
 9   Identify persons/services to assist in locating a place to live
 9   Identify transportation options


                      RECREATION AND LEISURE

 9   Develop spectator/audience skills
 9   Identify appropriate dress/behavior
 9   Identify transportation options
 9   Arrange social activities
 9   Establish exercise routines
 9   Identify local health/fitness clubs
 9   Identify social supports through family/community
 9   Explore opportunities for friendships




                                    16
                                 JOBS AND JOB TRAINING

     9     Participate in work/chores at home
     9     Visit possible employment/job sites
     9     Become aware of career opportunities
     9     Develop interpersonal skills
     9     Participate in summer employment
     9     Identify people/agencies that can assist in a job search
     9     Apply to vocational rehabilitation
     9     Identify and arrange for transportation
     9     Identify and check eligibility requirements for other job supports
     9     Participate in the vocational education programs available at your
           school
     9     Identify skills and supports necessary for choice making regarding
           jobs


                    POST-SECONDARY EDUCATION AND TRAINING

     9     Identify personal learning styles
     9     Become aware of career interests/options
     9     Visit colleges/universities/career schools
     9     Develop a resume and solicit letters of recommendation
     9     Identify post-secondary options
     9     Identify and determine eligibility requirements for community & adult
           services supports
     9     Arrange for transportation and housing (if necessary)
     9     Develop computer skills


                        GENERAL TRANSITION SKILLS FOR
                     INDEPENDENCE AND SELF-DETERMINATION

     9     Identify strengths and needs (self-awareness)
     9     Identify personal learning styles
     9     Develop self-advocacy skills
     9     Identify needed accommodations and supports
     9     Develop and review goals annually
     9     Participate in/Chair IEP meetings
     9     Identify adult/community agencies
     9     Understand disability laws, policies, and rights
     9     Ensure high school courses/credits are applicable to desired goals


(Adapted from Minnesota Department of Education Manual, 1995.)




                                                17
                               SAMPLE LETTER



Date: ___________________




Dear Parents or Guardian,

Enclosed is a copy of a Parent/Guardian Survey which is designed to help you prepare for
initiating or updating your son or daughter’s IEP.

Transition planning is a critical part of the IEP development at each year’s annual case
conference. In making plans for the future, it is important to consider the student’s choices
and preferences for adult life. It is recommended that you discuss the issues with your son
or daughter when completing this survey. Completing this survey is a process that doesn’t
have to be done at one time, but could be spread out over several evenings.

Sharing it at the annual case conference will make transition planning go more smoothly.
We look forward to meeting with you!

Sincerely,



_____________________________
(Transition Coordinator or Teacher)




                                             18
                        PARENT/GUARDIAN SURVEY
             (To Be U sed in Co njunction w ith Transition Planning and IEP Developm ent)

I.    General Information
      A.      Stud ent:
              Name: ______________________________________                 Birth Date: __________________
              Address: ___________________________________________________________________
      B.      Resp ond ent:
              Name: ______________________________________                 Phone#: ___________________
              Address: ___________________________________________________________________
II.   Desire d Ou tc om e
      A.      When d o yo u p lan o n yo ur son /dau gh ter fin ishin g high sch oo l?
              ___ 4 Years      ___ Age 21        Other (describe): _________________________________
      B.      What type of em plo ym ent situation d o yo u th ing wo uld be best for your son /dau ghter?
              ___ w ork independently                     ___ w ork with suppo rt
              ___ other (describe): _________________________________________________________


      C.      What kind of sup po rt/help would be needed by your son/daughter to be employed
              after leav ing high sc ho ol?
              ___ career counseling                       ___ on-the-job training
              ___ job placement                           ___ long term s upport
              ___ transportation                          ___ not sure
              ___ spe cial equipment/devices (sw itches, comm unication boards, com puter)
      D.      Wou ld your son/daughter want to go on to school or further training after leaving high
              sch oo l?
              ___ yes          ___ no            ___ not sure
              If yes, please indicate:
              ___ technical school                        ___ college or u niversity
              ___ business school                         ___ adult education classes
              ___ on-the-job training experiences         ___ other: ________________________________
              What help (if any) would (s)he need?
              ___ ada pted course work                    ___ individual tutor
              ___ career placement/counseling             ___ financial assistance
              ___ equipment/devices (computer, communication board)
              ___ other (describe): _________________________________________________________
      E.      Where w ill you r son/d augh ter live imm ediately after leav ing sch oo l?
              ___ parent/relative                         ___ dorm
              ___ house/ap artment independently          ___ supervised group home
              ___ hou se/a partm ent w ith support        ___ other: ________________________________
      F.      W here would you want your son/daughter to be living five years after leaving high


                                                     19
              sch oo l?
              ___ parent/relative                          ___ dorm
              ___ house/ap artment independently           ___ supervised group home
              ___ hou se/a partm ent w ith support         ___ other: ________________________________
              ___ skilled nursing group home
       G.     What type of support/help (if any) would be needed for your son/daughter to live
              where he/she wants?
              ___ none                                     ___ financial
              ___ full-time assistance                     ___ transportation
              ___ part-time assistance                     ___ other: ________________________________
              ___ spouse/friend
              ___ personal aide/equipment (canine companion, home modifications)
       H.     After leaving school, what kinds o f things w ould yo ur son /daug hter wa nt to do to have
              fun?
              ___ travel                                   ___ clubs/organizations
              ___ community recreation                     ___ health/fitness club
              ___ adult enrichment classes                 ___ other: ________________________________
       I.     What kind of support/help (if any) would be needed for you r son/da ugh ter to
              participate in soc ial activities after leav ing sch oo l?
              ___ friend/companion                         ___ transportation
              ___ special equipment/devices                ___ financial
              ___ accessing and planning
              ___ other (describe): _________________________________________________________
III.   Transition Services
       A.     Agency Involvement
              1.      Which non -scho ol agen cies or services d o you feel wou ld be of value in
                      trans ition p lann ing w ith your so n/da ughter?
                      ___ Office of Vocational Rehabilitation                ___ advocacy
                      ___ Integrated Field Services                          ___ Soc ial Sec urity
                      ___ service providers: (       ) vocational   (   ) residential
                      ___ other (describe): ___________________________________________________




                                                      20
             2.      With which non-school agencies or com mu nity serv ices are y ou currently in
                     conta ct?
                     ___ Vocational Rehabilitation
                     ___ advocacy
                     ___ Bureau of Developmental Disabilities Services (Division of Disability, Aging and
                          Rehabilitative Services)
                     ___ Social Security Administration
                     ___ service providers: (    ) vocational   (   ) residential
                     ___ other (describe): ___________________________________________________
      B.     Anticipated Services Needed
             1.      Which of the following services do you currently need?
                     ___ employment placement                   ___ incom e suppo rt
                     ___ medical services                       ___ transportation
                     ___ residential                            ___ guardianship
                     ___ other (describe): ___________________________________________________
             2.      Which of the following services do you anticipate your son/daughter will need after
                     (s)he leaves high school?
                     ___ employment placement                   ___ incom e suppo rt
                     ___ medical services                       ___ transportation
                     ___ residential                            ___ guardianship
                     ___ other (describe): ___________________________________________________
      C.     What are your greates t co ncerns for your son/d aughter afte r (s)he leaves high school?
             ___________________________________________________________________________
             ___________________________________________________________________________
IV.   Curriculum Priorities
      A.     Ho me Sk ills
             1.      In what activities does your son/daughter participate at home, and how independent
                     is (s)he in these activities?


                     Activity                                   Independence
                     (e.g., Makes own bed)                      (e.g., Independent - Needs no help)
                     _____________________________              _________________________________
                     _____________________________              _________________________________
                     _____________________________              _________________________________




                                                     21
     2.      Check home skills in which your son/daughter needs instruction.
             ___ appropriate clothing choice               ___ meal preparation
             ___ clothing care                             ___ hygiene/grooming
             ___ housekeeping                              ___ hom e sa fety
             ___ leisure                                   ___ budgeting
             ___ other (describe): ___________________________________________________
B.   Co mmun ity Sk ills
     1.      In what community activities does your son/daughter participate, and how
             independent is (s)he in these activities?
             Activity                                      Independence
             (e.g., Shops for groceries)                   (e.g., Semi-Independent - Shops for only 1-2 items)
             _____________________________                 _________________________________
             _____________________________                 _________________________________
             _____________________________                 _________________________________
     2.      In wh at c om munity activ ities do you want your so n/da ugh ter to be ab le to
             participate?
             ___ public transportation                     ___ grocery shopping
             ___ shopping                                  ___ resta uran ts
             ___ health services                           ___ public recreation facilities
             ___ pub lic serv ice ag enc ies (post office, bank, job serv ice, etc .)
             ___ other (describe): ___________________________________________________
C.   Rec reation /Leisu re
     1.      In wh at recreatio n/le isure activitie s does your son/daughter participate, and how
             independent is (s)he in these activities?
             Activity                                      Independence
             (e.g., Plays cards with sister)               (e.g., Semi-Independent - Cannot shuffle or deal)
             _____________________________                 _________________________________
             _____________________________                 _________________________________
             _____________________________                 _________________________________
     2.      In what recreation/leisure activities do you want your son/daughter to participate?
             ___ attend movies                             ___ attend family outings
             ___ attend sp ecta tor ev ents                ___ participate in spo rts
             ___ use the library                           ___ attend concerts/plays
             ___ travel
             ___ other (describe): ___________________________________________________




                                               22
         D.        Mo bility
                   1.        How does your son/daughter get around the community, and how independent is
                             (s)he in this area?
                   ___________________________________________________________________________
                   ___________________________________________________________________________
                   ___________________________________________________________________________
                   2.        What forms of transportation would you like to see your son/daughter use to get
                             around the community?
                             ___ own car                   ___ family car                 ___ car pools
                             ___ friends/fam ily           ___ city bus                   ___ taxi
                             ___ walking
                             ___ other (describe): ___________________________________________________
                             ____________________________________________________________________
                             ____________________________________________________________________
         E.        Vocational
                   1.        What work demands are being placed on your son/daughter at home. Does (s)he
                             like these jobs, and how independent is (s)he in doing them?
                             Work Demand                             Reaction                        Independence
                             (e.g., Carries out trash)               (Doesn’t complain)              (Independent - Needs no help)
                             ________________________                __________________ ____________________
                             ________________________                __________________ ____________________
                             ________________________                __________________ ____________________
                   2.        What kind of work do you think w ould be interesting/enjoyable to your son/daugh ter?
                             ____________________________________________________________________
                             ____________________________________________________________________
                   3.        Wh at kind of work do yo u think would be ob jectionable to your son/daughter?
                             ____________________________________________________________________
                             ____________________________________________________________________
                   4.        Wh at kind of work wo uld you find objectionable for your son/daughter?
                             ____________________________________________________________________
                             ____________________________________________________________________




(Adapted from: School to Community Transition Project, 1993. Crossroads Rehabilitation Center; Kent State University, Cooperative
Transitional Services Project, 1992.)




                                                              23
                       STUDENT TRANSITION SURVEY
Th is surv ey is des igned to help the sch ool de term ine w hat type of education will be needed to help you
achieve your goals for life after graduation. It will be used to develop a long-range plan which will be
discussed at your yearly IEP meeting.

Your Name: _____________________________________________________________________________
To day’s Date: ________________ Your Age: ____ Year of Graduation/Exit: ____________________
Check One:        _ __ Dip lo m a   ___ Certificate of Completion


1.      What kind o f work or ed ucation do yo u hop e to do after gradu ation? (Ch eck all tha t apply.)
        Full-Time         Part-time
        ________          ________         university or college
        ________          ________         vocational training
        ________          ________         competitive employment
        ________          ________         military service
        ________          ________         run my own business


2.      Wou ld you be willing to postpone leaving high school to get additional education or training?
        ___ yes           ___ no           ___ don’t know


3.      Is there a particular kind of work or education in which you are currently interested?
        _________________________________________________________________________________
        _________________________________________________________________________________


4.      Wh ere do y ou h ope to ultimately live as an adult?
        ___ renting a home/apartment
        ___ in subsidized housing
        ___ owning a home/apartment
        ___ in a spouse’s home
        ___ with parents or relatives
        ___ in a friend’s home
        ___ other (describe): ________________________________________________________________


5.      Is there a particular neighborhood, city, or locality where you hope to live? If so, describe:
        _________________________________________________________________________________


6.      Wh at types o f com mu nity activities do yo u ho pe w ill be ava ilable to you a s an ad ult?
        Membership in organizations and clubs:
        _________________________________________________________________________________
        _________________________________________________________________________________


                                                      24
     Comm unity recreational activities:
     _________________________________________________________________________________
     _________________________________________________________________________________


     Participation in continuing education programs:
     _________________________________________________________________________________
     _________________________________________________________________________________


     Political participation (including voting):
     _________________________________________________________________________________


     Other (des cribe):
     _________________________________________________________________________________


7.   Which of the following services do you feel would be helpful to you in achieving your goals?
     A.       Career Planning
              ___ vocation al/te chnical school visit
              ___ employer meeting
              ___ college visit
              ___ military recruiting offic e visit
              ___ job or career shadowing
              ___ other (describe): ________________________________________________________
     B.       Academic Instruction
              ___ English
              ___ social studies
              ___ mathematics
              ___ science
              ___ college entrance exam
              ___ military service entrance exam
              ___ foreign language
              ___ other (describe): ________________________________________________________


C.   Vocational Instruction
              ___ on-the-job training experience (non-paid)
              ___ technical school
              ___ business education
              ___ marketing education
              ___ trade school
              ___ other (describe): ________________________________________________________



                                                      25
D.       Work and Com mun ity Experiences
                   ___ in-school work experience
                   ___ summer job
                   ___ paid community work experience
                   ___ volunteer work
                   ___ use of public transportation
                   ___ other (describe): ________________________________________________________
E.       Other Transition Services
                   ___ vocational interest/ability assessment
                   ___ assistive technology/adap tive devices (whe elc hair, van, canine companion, assistive
                          technology)
                   ___ vocational rehabilitation service
                   ___ job placement services
                   ___ post-seco ndary ed ucation suppo rt
                   ___ social support
                   ___ post-em ployme nt support
                   ___ medical services/therapies
                   ___ guardianship/advocacy
                   ___ residential services
                   ___ income support
                   ___ other (describe): ________________________________________________________




(Adapted from: School to Community Transition Project., 1993. Crossroads Rehabilitation Center; Kent State University, Cooperative
Transitional Services Project, 1992.)




                                                               26
          THE IMPORTANCE OF KEEPING RECORDS

Parents and students often find working with adult service providers a confusing and time-
consuming process. Many organizations may have to be contacted before an effective
transition plan can be developed and implemented. Whenever possible, this process
should begin during a student’s high school years and involve the school staff, who can be
of considerable assistance. It is also extremely important for parents and students to
develop a record-keeping system to keep track of which organizations have been
contacted and what information has been gathered. Following are some suggestions for
developing such a system:

   9 Before the student leaves the public school system, he or she should obtain
     a record of all high school transcripts, evaluations, tests, and therapists’
     reports. These records may be needed when coordinating adult services.
     Since schools do not keep student records forever, it is important to have
     your own copies.

       Also keep records of any on-the-job training reports or other work
       experiences the student in transition has had. Request letters of
       recommendation from any previous employers and keep these letters in your
       files.

   9 Keep accurate notes of all telephone conversations you have with agency
     personnel and the person with whom you spoke. Don’t try to rely on your
     memory.

       An example of the type of information you might record is shown on the next
       page. Use the chart to record your information, or you can easily type or
       write the headings on a sheet of paper and photocopy that sheet many
       times.

       Many people record each conversation on a separate piece of paper. They
       also file conversations with one agency together, such as putting records of
       contacts with Vocational Rehabilitation Services personnel in one file folder
       or three ring binder.

   9 Use file folders to hold any brochures or other handouts you are given by an
     organization. Organize the folders alphabetically for easy reference.

   9 Always keep a copy of any letters you write to an agency. Keep all letters
     they write to you.

   9 Periodically go through your records. This will refresh your memory about
     organizations you still need to call or issues that are pending.
(Adapted from : Options after High School for Youth with Disabilities, NICHCY, T ransition Sum mary ,
Nu mb er 7, S epte mb er 19 91.)




                                                 27
                                            RECORD OF CONTACTS

NAME OF PROGRAM      DATE                 CONTACT                     SERVICES AVAILABLE, ELIGIBILITY REQUIREMENTS,
                   CONTACTED              PERSON                              REFERRALS AND OTHER NOTES




                  (Adapte d from : Building a Bridge from School to Adult Life for Youth with Disabilities in Connecticut)



                                                                    28
                INDIANA STATE RESOURCES


     ASSISTIVE TECHNOLOGY                         CEREBRAL PALSY

              ATTAIN                            United Cerebral Palsy
      (Assistive Technology                        of Central Indiana
    Through Action in Indiana)               615 North Alabama, Room 322
      101 East Walnut Street                     Indianapolis, IN 46204
       Washington, IN 47501                          (317) 632-3561
           (812) 254-7305
           (888) 288-9319
                  or
2346 South Lynhurst Drive, Suite 507
       Indianapolis, IN 46241
           (317) 486-8808
           (800) 528-8246

DISABILITIES PLANNING COUNCIL                       GUARDIANSHIP

Indiana Governor’s Planning Council          Indiana State Bar Association
     for People with Disabilities                  230 East Ohio Street
  143 West Market Street, Suite 404               Indianapolis, IN 46204
        Indianapolis, IN 46204                        (317) 639-5465
            (317) 232-7770
         (317) 232-7771 TTY

          BRAIN INJURY                        SUPPORTED EMPLOYMENT

 Brain Injury Association of Indiana                    IN-APSE
     Micklon Building, First Floor          (Indiana Association for Persons
      1525 North Ritter Avenue                 in Supported Employment)
        Indianapolis, IN 46212                           j IIDC
            (317) 356-7722                        2853 East Tenth Street
                                                  Bloomington, IN 47408
                                                     (812) 855-6508




                                       29
  REHABILITATION FACILITIES                          EASTER SEALS

              IN-ARF                            Indiana Easter Seal Society
       (Indiana Association                  Crossroads Rehabilitation Center
    of Rehabilitation Facilities)                   4740 Kingsway Drive
615 North Alabama Street, Suite 105                Indianapolis, IN 46205
       Indianapolis, IN 46204                          (317) 466-1000
           (317) 634-4957                              (317) 479-3239


         EASTER SEALS                             INDEPENDENT LIVING

 Crossroads Industrial Services            Indiana Council on Independent Living
      8302 East 33rd Street                      Family and Social Services
     Indianapolis, IN 46226                        Administration (FSSA)
         (317) 897-7320                          402 West Washington Street
                                                         PO Box 7083
                                                    Indianapolis, IN 46204
                                                        (317) 233-4454

    LEARNING DISABILITIES                          MEDICAID WAIVERS

Learning Disabilities Association               Division of Disability, Aging
            of Indiana                     and Rehabilitative Services (DDARS)
          PO Box 20584                     Office of Medicaid Policy and Planning
      Indianapolis, IN 46220                    402 West Washington Street
          (800) 284-2519                                PO Box 7083
                                                   Indianapolis, IN 46204
                                                       (800) 545-7763
        MENTAL ILLNESS                              MENTAL HEALTH

           NAMI Indiana                         Mental Health Association
          PO Box 22697                                 in Indiana, Inc.
    Indianapolis, IN 46222-0697                55 Monument Circle, Suite 455
          (317) 925-9399                           Indianapolis, IN 46204
          (800) 677-6442                               (317) 638-3501




                                      30
  DEVELOPMENTAL DISABILITIES                         VOCATIONAL EDUCATION

           ARC of Indiana                          Office of State Coordinator of
 22 East Washington Street, Suite 210            Vocational Education for Students
        Indianapolis, IN 46204                             with Disabilities
            (317) 977-2375                          325 West Washington Street
            (800) 382-9100                              Indianapolis, IN 46204
                                                            (317) 232-1829

  PARENT TEACHER ASSOCIATION                          PARENT TRAINING AND
             (PTA)                                    INFORMATION CENTER

   Indiana Congress of Parents and                           IN*SOURCE
             Teachers, Inc.                        (The Indiana Resource Center
          2150 Lafayette Road                     for Families with Special Needs)
         Indianapolis, IN 46222                       809 North Michigan Street
             (317) 635-1733                          South Bend, IN 46601-1036
                                                           (574) 234-7101
                                                           (800) 332-4433

 PARENT INFORMATION NETWORK                      PROGRAMS FOR CHILDREN WITH
                                                  SPECIAL HEALTH CARE NEEDS
                 IPIN
(Indiana Parent Information Network)               Children’s Special Health Care
    4755 Kingsway Drive, Suite 105                             Services
        Indianapolis, IN 46205                   Indiana State Department of Health
            (317) 257-8683                           2 North Meridian, Section 7-B
            (800) 964-4746                              Indianapolis, IN 46206
                                                            (317) 233-5578

  PROJECTS FOR PERSONS WITH                        PROTECTION AND ADVOCACY
         DISABILITIES
                                                  Indiana Protection and Advocacy
                 COVOH                                     Services (P&A)
     (Council of Volunteers and                 4701 North Keystone Avenue, Suite 222
   Organizations for Hooziers with                      Indianapolis, IN 46205
               Disabilities)                                (317) 722-5555
445 North Pennsylvania Street, Suite 804                    (800) 622-4845
         Indianapolis, IN 46204
             (317) 262-8632
      (800) 262-8630 Voice/TDD



                                           31
  CLIENT ASSISTANCE PROGRAM                        SPEECH AND HEARING

  Client Assistance Program (CAP)             Indiana Speech-Language-Hearing
  Indiana Protection and Advocacy                233 McCrea Street, Suite 200
           Services (P&A)                            Indianapolis, IN 46227
4701 North Keystone Avenue, Suite 222                    (317) 955-1063
        Indianapolis, IN 46205
            (317) 722-5555
            (800) 622-4845

       SPECIAL EDUCATION                     STATE MENTAL HEALTH PROGRAMS

  Indiana Department of Education,                Division of Mental Health
    Division of Special Education                402 West Washington Street
              (IDOE/DSE)                            Indianapolis, IN 46204
       State House, Room 229                            (317) 232-7845
        Indianapolis, IN 46204
            (317) 232-0570
            (877) 851-4106

     STATE MENTAL HEALTH                       STATE DISABILITY PROGRAMS
        REPRESENTATIVE
    FOR CHILDREN AND YOUTH                       Division of Disability, Aging
                                             and Rehabilitative Services (DDARS)
      Division of Mental Health              Bureau of Developmental Disabilities
     402 West Washington Street                            Services
        Indianapolis, IN 46204                   402 West Washington Street
            (317) 232-7934                               PO Box 7083
                                                    Indianapolis, IN 46204
                                                        (317) 232-7832
                                                        (800) 545-7763

       STATE VOCATIONAL                      UNIVERSITY AFFILIATED PROGRAMS
     REHABILITATION AGENCY
                                                Indiana Institute on Disability
 Vocational Rehabilitation Services                 and Community (IIDC)
    Division of Disability, Aging                     Indiana University
and Rehabilitative Services (DDARS)                 2853 East Tenth Street
    402 West Washington Street                   Bloomington, IN 47408-2696
            PO Box 7083                                (812) 855-6508
       Indianapolis, IN 46204                          (800) 825-4733
           (317) 232-1319
           (800) 545-7763


                                        32
UNIVERSITY AFFILIATED PROGRAMS                     POST SECONDARY

   Riley Child Development Center             Indiana Career & Postsecondary
 Indiana University School of Medicine          Advancement Center (ICPAC)
   James Whitcomb Riley Hospital for               2805 East Tenth Street
                Children                           Bloomington, IN 47408
     702 Barnhill Drive, Room 5837                     (800) 992-2076
         Indianapolis, IN 46202
             (317) 274-8167




                                         33
ATTENTION DEFICIT DISORDER                  AUTISM RESOURCES
       RESOURCES


   Three Rivers C.H.A.D.D.           Indiana Resource Center for Autism
       Fort Wayne, IN                  Indiana Institute on Disability and
       (260) 436-6861                          Community (IIDC)
                                             2853 East Tenth Street
   Allen County C.H.A.D.D.                Bloomington, IN 47408-2696
        Fort Wayne, IN                          (800) 825-4733
        (260) 489-4689
                                        South Central Indiana Chapter
     Bremen C.H.A.D.D.                     1822 East Second Street
        Nappanee, IN                        Bloomington, IN 47401
       (574) 773-7911                          (812) 333-2110

   Grant County C.H.A.D.D.                Elkhart Area Chapter ASA
          Marion, IN                              Goshen, IN
       (317) 384-7429
                                        Central Indiana Chapter ASA
  Madison County C.H.A.D.D.                    Indianapolis, IN
        Pendleton, IN
       (317) 778-7109                  Northwest Indiana Chapter ASA
                                              East Chicago, IN
 Hamilton County C.H.A.D.D.
         Fishers, IN                    Tippecanoe Area Chapter ASA
                                              West Lafayette, IN
  Wabash Valley C.H.A.D.D.
      Terre Haute, IN                Autism Society of Southwest Indiana
      (812) 234-8693                              Jasper, IN

 Ohio River Valley C.H.A.D.D.             Autism Society of Indiana
         Madison, IN                           Fort Wayne, IN
       (812) 273-6155
                                          Three Rivers Association
  Monroe County C.H.A.D.D.                     Fort Wayne, IN
      Bloomington, IN
       (812) 332-6155                    Wabash Valley Chapter ASA
                                              Terre Haute, IN
Bartholomew County C.H.A.D.D.
         Columbus, IN                 East Central Indiana Chapter ASA
        (812) 372-0868                           Muncie, IN

 Southern Indiana C.H.A.D.D.
        Evansville, IN
       (812) 423-3222




                                34
           INDEPENDENT LIVING CENTERS IN INDIANA
            Assistive Technology, Training & Information Center (ATTIC)
                      (A Resource Center for Independent Living)
                               1721 Washington Avenue
                                  Vincennes, IN 47591
                          Phone: (812) 886-0575 (Voice/TTY)
                               Toll Free: (800) 962-8842
                                  Fax: (812) 886-1128
                               E-m ail: inattic1@aol.com
                               Webs ite: ww w.theattic.org
        Counties Served: Daviess, Gibson, Greene, Knox, Martin, Pike and Sullivan


               Everybody Counts Center for Independent Living (ECCIL)
                                     Broadfield Center
                                 9111 Broadway, Suite A
                                   Merrillville, IN 46410
                 Phone: (219) 769-5055 (Voice) or (219) 756-3323 (TTY)
                                Toll Free: (888) 769-3636
                                  Fax: (219) 769-5325
                              E-m ail: ecounts@netnitco.net
                Webs ite: www.thetimesonline.com/org/everybody_counts/
                            Counties Served: Lake and Porter


                                   Future Choices, Inc.
                                   309 North High Street
                                     Muncie, IN 47305
                 Phone: (765) 741-8332 (Voice) or (765) 741-3494 (TTD)
                                Toll Free: (866) 741-3444
                                    Fax: (765) 741-8333
                            E-M ail: futurechoicesinc@aol.com
       Counties Served: Blackford, Delaware, Grant, Howard, Madison and Randolph


             Indianapolis Resource Center for Independent Living (IRCIL)
                                2110 North Capitol Avenue
                                  Indianapolis, IN 46202
                           Phone: (317) 596-6440 (Voice/TT)
                          Toll Free: (800) 860-7181, code 5450
                          Employment Services: (317) 596-6449
                                   Fax: (317) 596-6449
                                 E-m ail: ircil@netdirect.net
Counties Served: Boone, Hamilton, Hancock, Hendricks, Johnson, Marion, Morgan and Shelby


                 Independent Living Center of Eastern Indiana (ILCEIN)
                            Workforce Development Building
                                   3771 South A Street
                                      P.O. Box 1252
                                   Richmond, IN 47375
                             Phone: (765) 939-9226 (Voice)
                                Toll Free: (877) 939-9226
                                   Fax: (765) 966-8229
                               E-m ail: ilcein@ruraltek.com
        Counties Served: Decatur, Fayette, Franklin, Henry, Rush, Union and Wayne




                                           35
                     The League for the Blind & Disabled
                        (A Center for Independent Living)
                         5821 S outh Anthony Boulevard
                             Fort Wayne, IN 46816
                       Phone: (260) 441-0551 (Voice/TTY)
                            Toll Free: (800) 889-3443
                              Fax: (260) 441-7760
                            E-m ail: lbdfw@ ctlnet.com
                       Webs ite: http://ww w.the-league.org
          Counties Served: Adams, Allen, DeKalb, Huntington, Kosciusko,
                  LaGrange, Noble, Steuben, Wells and Whitley


        Southern Indiana Center for Independent Living, Inc. (SICIL)
                                 Sto ne City M all
                             3300 West 16 th Street
                               Bedford, IN 47421
            Phone: (812) 277-9626 (Voice) or (812) 277-9627 (TTY)
                           Toll Free: (800) 845-6914
                             Fax: (812) 277-9628
                            E-M ail: sicil@tima.com
Counties Served: Crawford, Jackson, Lawrence, Monroe, Orange and Washington


         Waba sh Indep end ent L iving & Learning Cen ter (W ILL C ente r)
                                7J - The Meadows
                             Terre Haute, IN 47803
                         Phone: (812) 232-9455 (Voice)
                            Toll Free: (877) 915-9455
                              Fax: (812) 234-1536
                          E-m ail: splash3825@aol.com
                     Webs ite: http://ww w.thewillcenter.org
           Counties Served: Clay, Park, Putnam, Vermillion and Vigo


               Northern Indiana Independent Living Services (NIILS)
(Inde pen den t living service s for p ersons age 55+ who are blind or visually imp aired.)
                                      702 Williams Street
                                   Elkhart, IN 46516-3802
                              Phone: (574) 293-7506 (Voice)
                                 E-M ail: niils@michiana.net
           Counties Served: Elkhart, Kosciusko, LaPorte and Saint Joseph




                                            36
             HOW TO REACH SOCIAL SECURITY

BY PHONE
  Social Security has a toll-free number that operates from 7:00 a.m. to 7:00 p.m.,
  Monday through Friday, (800) 772-1213. If you have a touch-tone phone, recorded
  information and services are available 24 hours a day including weekends and
  holidays. People who are deaf or hard of hearing may call our toll-free TTY number
  (800) 325-0778 between 7:00 a.m. and 7:00 p.m., Monday through Friday.


HOW TO FIND A LOCAL OFFICE
  If you have a problem or question, you should first try our 800 phone number. If you
  need to contact a local office, you can find your office by using our Social Security
  Office Locator or by visiting one of our Regional Home Pages. See also a list of
  Federal Holidays for office closing information.


BY MAIL
  If you have a problem, you should first contact your local office or call our 800
  number. If you still need additional help, you may write to

             Social Security Administration
             Office of Public Inquiries
             6401 Security Boulevard, Room 4-C-5 Annex
             Baltimore, MD 21235-6401

You can also download a convenient publication, How to Reach Social Security at
<http://www.ssa.gov>.




                                          37
            INTERNET RESOURCES
    FOR STUDENTS, PARENTS, AND TEACHERS

            Indiana Institute on Disability and Community (IIDC)
                         <http://www.iidc.indiana.edu>

 IN*SOURCE (The Indiana Resource Center for Families with Special Needs)
                        <http://www.insource.org>

       Assistive Technology Training and Information Center (ATTIC)
                       <http://www.cntwk.net/~attic>

         Assistive Technology Through Action in Indiana (ATTAIN)
                         <http://www.attaininc.org>

      Indiana Department of Education, Division of Special Education
                <http://web.indstate.edu/soe/iseas/dse/html>

            Cognitive and Developmental Disabilities Resources
                <http://www.waisman.wisc.edu/mrsites.html>

                    Brain Injury Association of Indiana
                   <http://www.biausa.org/Indiana/bia.htm>

                            Disability Awareness
                <http://www.familyvillage.wisc.edu/index.htmlx>

            National Parents' Network on Disabilities Home Page
                           <http://www.npnd.org/>

                     Parenting Information and Support
                     <http://TheArc.org/misc/dislnkin.html>

NICHCY (National Information Center for Children and Youth with Disabilities)
                          <http://www.nichcy.org>

                            The Arc National Site
                              <http://arcind.org/>
                      <http://TheArc.org/welcome.html>

                      Internet Resources for Educators
                             <http://www.ed.gov>

                    The National Federation of the Blind
                            <http://www.nfb.org/>

                               Deaf World Web
                       <http://dww.deafworldweb.org/>

                           National School-to-Work
                 <http://www.dwd.state.in.us/stw/page10.html>

                                      38
             HEATH (National Clearinghouse on
    Post Secondary Education for People with Disabilities)
           <http://www.acenet.edu/programs/heath/>

     The Technical Assistance Alliance for Parent Centers
                    <http://taalliance.org>

                   Selective Service System
                     <http://www.sss.gov>

                Social Security Administration
                     <http://www.ssa.gov>

Indiana Career & Post-secondary Advancement Center (ICPAC)
                <http://www.icpac.indiana.edu>

                           Mental Illness
                 <http://indiana.nami.org/namiin>

                  Indiana Speech and Hearing
                      <http://www.islha.org>

        Easter Seals Crossroads Rehabilitation Center
                   <http://www.x-roads.org>

                  Parent Information Network
                    <http://www.ipininc.com>

          National Parent Teachers Association (PTA)
                 <http://www.pta.org/index.stm>

Indiana Governor’s Planning Council for People with Disabilities
                 <http://www.state.in.us/gpcpd>

          Indiana Protection and Advocacy Services
                  <http://www.state.in.us/ipas>

      Indiana Family and Social Services Administration
                 <http://www.state.in.us/fssa>

                               TASH
                      <http://www.tash.org>

         Regional ADA Technical Assistance Agency
                   <http://www.gldbtac.org>




                               39
                             TRANSITION TERMS

Academic Achievement - Results of learning or teaching.

Activities of Daily Living (ADL) - Behavior relating to daily self-care.

Adaptive Behavior - Use of basic skills in daily life activities.

Adult Service Agency - Federal, state, or locally funded agency (with written policies and
  procedures) that provides services to adults and children [e.g., Vocational
  Rehabilitation Services (VRS), Bureau of Developmental Disabilities Services (BDDS),
  Noble Centers, Inc. etc.].

Advocate - To speak in favor of; one who supports or defends a cause.

Age of Majority - “Adult” of full age; at least 18 years old.

Americans with Disabilities Act (ADA) - The ADA of 1990 outlaws discrimination against
  people with disabilities. This law affects employment, transportation, and services
  provided by state and local governments; services and accommodations offered by
  private businesses; and telecommunication access by people with communication
  difficulties.

Aptitude - Talent and ability in a particular area.

Assistive Technology (device) - Any item or piece of equipment that is used to increase,
  maintain, or improve abilities of individuals with disabilities.

Assistive Technology Service - Any service that helps an individual with a disability
  choose, buy, or learn to use an assistive technology device.

Career Assessment - Information that will help in developing educational goals and skills
   related to employment and community living.

Career Exploration Resources - Materials that students use to learn about careers.

Carl Perkins Act - The Carl D. Perkins Vocational and Applied Technology Education Act
   Amendments of 1990. Federal act addressing youth and vocational educational
   programs, and also academic and occupational skills, with the goal of making the
   United States more competitive in the world economy. Also provides for Tech Prep
   programs.

Case Manager - Individual who arranges services, ensures that clients progress through
  the process, completes reviews, and (sometimes) maintains fiscal responsibility.

Collaboration - The ability to work side-by-side in completing a task. Suggests the desire
   to share information and resources with each other toward a common goal.


Community-Based Programs - Programs for individuals with disabilities that are located
  within the individual’s community.

Community Resources - Public or private agencies, schools or programs offering

                                             40
   services to people.

Curriculum Based Vocational Assessment (CBVA) - Various tests to determine the
  career development and vocational instruction needs of students based on preferences
  in course content and curriculum, and identification of student’s career/vocational
  strengths and weaknesses.

Developmental Disability - (Federal Definition P.L. 95-602) A severe, chronic disability
  of a person which is attributed to (1) a mental or physical impairment, or to a
  combination of impairments that is manifested before the age of 22; (2) is likely to
  continue indefinitely; (3) results in substantial functional limitations of 3 or more life
  functions in the following areas: self-care, language, learning, mobility, self-direction,
  capacity for independent living, and economic self-sufficiency.

Dexterity - Skills in using fingers, hands, arms, shoulders, sometimes in combination with
  other body parts.

Diagnostic Test - Test used to locate an individual’s specific areas of strength or
   weakness.

Due Process of Law- A legal term that assures that persons with disabilities have the right
  to challenge any decision made on their behalf.

Earned Income - A Social Security term. Refers to money a person with a disability earns
   for performing work.

Eligibility Program - Programs which have a set of eligibility requirements to determine
   if an individual qualifies for services. There is no guarantee that an individual who does
   qualify will actually receive services. In many cases the acceptance is based on an
   individual’s potential for success in the program. The availability of services is tied to
   money, staff resources, and local services available.

Emancipated - Of age, in Indiana at least 18; free from parental control.

Employment - Work, a job.

Employment Specialist - Provides individualized one-to-one assistance in job placement,
  travel training, skill training, at the job site, ongoing support, and long-term assessment
  (see also Job Coach).

Empowerment - The act of enabling individuals with disabilities and the families of
  children with disabilities to exercise control in their lives by becoming the primary
  participants in decision making about the services and supports they are to receive,
  where they will live, where they will work or go to school, etc.

Entitlement Program -Programs in which services are automatically available to all
   persons who qualify (i.e., education is an entitlement program for all school-aged
   children). Most adult service programs are not entitlement programs.

Fair Labor Standards Act - Statute that addresses minimum wage, and wage and
   overtime pay. It also addresses conditions in which the employer could be permitted
   to pay sub-minimum wage. “Target Job Tax Credit” provides incentives for employers
   who hire special individuals.


                                             41
Family Educational Rights and Privacy Act (FERPA) - A federal law that gives parents
  of students under the age of 18, and students age 18 and over, the right to examine
  records kept in the student’s personal file.

Free, Appropriate Public Education (FAPE) - Special education and related services
   which meet the individual needs of a student with a disability and are provided at public
   expense. (Refer to IDEA C.F.A. 300.13.)

Follow-along/Follow-up - A component of supported employment services that involves
   ongoing support of a person on and/or off their job site which begins after the worksite
   training is completed.

Functional Assessment -Evaluation used to measure ability, competence, or preference.

Functional Curriculum - Educational programs that teaches basic skills needed in
  everyday life.

Functional Living Skills Assessment - A review of skills, interests, and values related
  to functioning in the home and community.

Gainful Employment - Includes employment in one of the following: competitive labor
   markets, supported employment, or home self-employment. Work is performed for living
   wage and typical benefits.

Guardian - One entrusted by law with the person, property, or both, of another who is
  legally incapable of managing his or her own affairs.

Habilitation - Services provided to individuals with developmental disabilities to assist
  them in achieving the highest possible level of independence.

Inclusion - Full participation by persons with disabilities in settings and activities with
   people who do not have disabilities.

Independent Living Skills - Basic skills needed to successfully function to the greatest
   extent possible, in the least restrictive environment.

Individualized Education Plan (IEP) - A written plan for students with disabilities in
   educational settings required by IDEA 34 C.F.R. 300.340.

Impairment Related Work Expense (IRWE) - A Social Security Work Incentive Program
   that allows an individual receiving Social Security Disability Income (SSDI) to deduct
   from earnings the cost of certain impairment-related items and services in figuring
   Substantial Gainful Activity (SGA). It also allows an individual receiving Supplemental
   Security Income (SSI) to recover up to 50% of the cost of these items.

Individualized Plan for Employment (IPE) - An action-oriented plan developed by the
   individual with a disability, the vocational rehabilitation counselor and others as needed,
   stating long-term goals and short-term objectives that will enable the individual to be
   successful in preparing for, obtaining and keeping a job.

Individuals with Disabilities Education Act (IDEA-Public Law 105-17) - IDEA, formerly
   the Education for all the Handicapped Children Act (EHA-Public Law 94-142), is an
   important federal law that requires a free and appropriate public education. Special
   education and related services must be available to children and youth with disabilities

                                             42
   in mandated age ranges.

Integrated Work Setting - Community work setting with opportunities for work and non-
   work interactions with co-workers who are not disabled.

Interagency Agreement - A written statement of cooperation or mutual understanding
   developed at the state or local level between two or more agencies. The agreement
   can identify policies, practices and procedures; define terms; identify available
   resources; define financial responsibilities; outline dispute resolution procedures; and/or
   set standards for eligibility, referral procedures, sharing, and joint use of evaluations
   and assessments.

Inventory - A questionnaire or checklist, designed to gather information about an
   individual.

Job Analysis - Identifies and describes (a) what the worker does, (b) how the work is
   done, (c) results of the work, and (d) the worker’s characteristics.

Job Cluster - Related occupations based on similar job requirements.

Job Coach - Provides individualized one-to-one assistance in job placement, travel
   training, skill training at the job site, ongoing assessment, and long-term assessment
   (see also Employment Specialist).

Job Carving - The process of analyzing and identifying specific tasks within a given job
   that might be reassigned to another position.

Job Development Specialist - An individual who contacts businesses and industries for
   the purpose of placing individuals in competitive employment or on-the-job training
   sites.

Job Exploration - Exposure to work experiences and occupational information intended
   to increase knowledge of the world of work.

Job Matching - Comparing a person’s skills to the job requirements.

Job Modification - Altering a job to meet the needs or abilities of a particular worker.

Job Shadowing - Procedure whereby an individual will observe a worker doing a particular
   job to better understand and gain information about the job.

Job Tryout - A temporary job placement designed to provide real work experiences and
   community contact.

Learning Style - The way in which an individual learns new material. Learning style is
   usually defined in terms of the sensory modalities (e.g., visual, auditory, tactile, and
   kinesthetic).

Least Restrictive Environment (LRE) - One of the principles of normalization, it requires
   that people with disabilities receive services and support in environments that do not
   limit their life activities unnecessarily. For example, students with disabilities should be
   educated in ways that meet their needs and least limit their opportunities to be near and
   interact with other students.


                                              43
Life Skills Assessment - Evaluation of a person’s ability to successfully cope in a number
    of life areas.

Medicaid - A health assistance program to help pay medical bills for those who cannot
  afford to buy medical insurance. This program is for income-qualified, aged, disabled,
  blind, or members of a family with dependent children.

Medicare - A federal health insurance program administered by the Social Security
  Administration to help pay medical bills for those over 65 years of age, regardless of
  income. Persons with disabilities may be eligible if they have received SSDI benefits
  for a minimum of 2 years.

Natural Supports - The use of co-workers, employers, and other naturally occurring
   sources of assistance to assist an individual in an integrated, community-based
   employment setting.

On-the-Job Evaluation - Assessment of one’s performance of actual job duties in a real
  work situation.

On-the-Job-Training - Situation in which the individual, under supervision, learns to
  perform the job tasks.

Outcome-Oriented - Goal of effort is a measurable skill at the end of a set period of
  training.

Person-Centered Planning - A process that assists people to make plans and implement
   them.

Personal Futures Planning - A creative process designed to help a group of people craft
   a life of meaning and contribution for the person who is the focus of planning.

Personal Assistance Service - Refers to a wide range of services provided by one or
   more persons, designed to assist an individual with a disability perform daily living
   activities on or off the job.

Plan for Achieving Self-Support (PASS) - A Social Security Work Incentive Program that
   allows an individual receiving SSI to set aside income and/or resources for a specified
   period of time for a work goal such as education, vocational training or starting a
   business.

Reasonable Accommodation (Employment) - Any change or adjustment that permits
  a qualified person to apply for a job, perform the essential functions of a job, and enjoy
  the benefits and privileges of employment equal to employees without disabilities.

Rehabilitation Counselor - A professional who helps persons deal with the personal,
  social and vocational impact of their disabilities.

Rehabilitation Act Amendments of 1998 - The amendments make several functional
  changes to the way in which rehabilitation services will be provided to Americans with
  disabilities through the public rehabilitation program (Vocational Rehabilitation). The
  new law, built on the foundation of the Americans with Disabilities Act (ADA),
  recognizes competence and choice, and affords individuals with disabilities access to
  the services and supports they need to live, work, and meaningfully participate in
  community life.

                                            44
Related Services - Transportation and other support services that are required to help a
   student benefit from special education. These might include occupational and physical
   therapy services, interpreter services, diagnostic or counseling, school health, social
   work services, rehabilitation counseling, etc.

School to Work Opportunities Act of 1993 - Jointly administered by the Department of
  Education and Labor, this act is meant to bring together partnerships of employers and
  education to build a system that prepares young people for careers in high-skill, high-
  wage jobs.

Self-Advocacy - Speaking and acting on one’s own behalf through decision making and
   exercising one’s individual rights as a citizen of a community.

Self-Determination - Making decisions according to one’s own mind and will.

Section 504 - Provision of the Rehabilitation Act that outlaws discrimination against any
  individual with a disability by any organization receiving federal funds.

Shall/May - The term “shall” in a law is usually mandatory, while the term “may” is usually
  not mandatory. The term “may” allows flexibility in a party’s actions, including the
  flexibility not to act at all.

Situational Assessment - Evaluations that take place in a controlled or semi-controlled
   work environment in order to evaluate work-related skills and behaviors.

Social Security Disability Insurance (SSDI) - A disability program directed by the Social
  Security Administration for individuals who
      - have worked and paid Social Security taxes (F.I.C.A.) for enough years to be
         covered under Social Security
      - are the son or daughter of a parent who receives SSDI, retirement (Social
         Security) or is deceased
      - are considered to be disabled
      - are not working, or
      - are working but earning less than the Substantial Gainful Activity (SGA) or
         $700.00.

Substantial Gainful Activity (SGA) - The performance of significant and productive
  physical or mental work for pay or profit. The SGA level is equal to the average
  countable earnings over $700 per month (July 1999) for non-blind beneficiaries. It
  applies to SSDI at all times and to SSI during initial eligibility determination.

Supplemental Security Income (SSI) - A disability program directed by Social Security
  Administration (SSA) for individuals who have little or no income or resources, and are
  elderly, blind, or have a disability.

Supported Employment - Paid employment in community settings for persons with
  severe disabilities who need ongoing support to perform their work. Support can include
  on-the-job training, transportation or supervision.

Task Analysis - The breakdown of a particular job into its component work activities.

Transition Plan - A plan that is a coordinated set of activities which is outcome oriented
   and promotes movement from high school to post-school activities. The transition plan
   is a part of the individualized education plan beginning at age 14.

                                            45
Vocational Assessment - A comprehensive process, with the purpose of identifying
  individual characteristics, education, training, placement needs and individual desires
  that serves as the basis for planning an educational program, and which provides
  insight into vocational potential.

Vocational Education - Educational programs to prepare students for paid employment
  in occupations requiring other than a baccalaureate or advanced degree.

Vocational Training - Acquisition of job-specific skills, in preparation for competitive
  employment.

Work Study - Educational program where the student learns at a work site setting.

Work History - Cumulative paid or unpaid employment experiences, including job titles,
  job requirements, work environments and specific duties performed by an individual.




                                           46
                      INDIANA STATE BOARD OF EDUCATION

                             SPECIAL EDUCATION RULES
                                TITLE 511 ARTICLE 7
                                    RULES 17-31
                                     (Excerpts)

                                (Effective June 21, 2000)



511 IAC 7-17-75      Transition services (definition)
511 IAC 7-28-3       Transition to adult life
511 IAC 7-28-4       Transfer of rights to student


511 IAC 7-17-75 Transition Services

Sec. 75. “Transition services” includes a coordinated set of activities for a student with a
disability that:
   (1) are designed within an outcome-oriented process;
   (2) are incorporated into the student’s individualized education program; and
   (3) promote movement from school to post-school activities, including, but not
   limited to:
        (A)     post-secondary education;
        (B)     vocational training;
        (C)     integrated employment;
        (D)     continuing and adult education;
        (E)     independent living; or
        (G)     community participation.

511 IAC 7-28-3 Transition to adult life

Sec. 3. (a) Beginning at fourteen (14) years of age, or earlier if determined appropriate
by the case conference committee, and updated annually, the individualized education
program shall include a statement of the student’s transition service needs, based on
career considerations and focused on the student’s courses of study (such as
participation in academic honors or advanced placement courses, Core 40, technical
preparation courses, or vocational education courses). The statement shall also
indicate whether the student will pursue a high school diploma or a certificate of
completion.

(b) Beginning at the case conference prior to the student’s entry into high school or
sixteen (16) years of age, whichever comes first, and at least annually thereafter, the
student’s individualized education program shall include a statement of needed
transition services that guides the development of the special education and related
services and the student’s course of study, goals, benchmarks and short term
objectives, and includes the following:

   (1) A coordinated set of activities designed within an outcome-oriented process that
   promotes movement from the public agency to postsecondary school activities,
   including post-secondary education, vocational training, integrated employment

                                            47
   (including supported employment), continuing and adult education, adult services,
   independent living, or community participation. The coordinated set of activities
   must meet the following criteria:
       (A)       Be based on the individual student’s needs, taking into account the
       student’s preferences and interests.
       (B)       Include the following:
           (i) Instruction.
           (ii) Related services
           (iii) Community experiences.
           (iv) The development of employment and other post-secondary school adult
                 living objectives.
           (v) Where appropriate, acquisition of daily living skills and a functional
           vocational evaluation.
   (2) The individuals and agencies responsible for implementing the activities and
   services, including, if appropriate, a statement of the interagency responsibilities or
   any needed linkages, or both, before the student leaves the secondary education
   program.
   (3) An indication whether there is an expectation that the student will need adult
   services provided through state or local agencies, following graduation or exiting the
   secondary education program.

(c) When a purpose of a case conference committee meeting is to discuss transition
services, the student shall be invited. The case conference committee shall review,
based on areas addressed in the statement of needed transition services, the available
adult services provided through state and local agencies and present written
information to the student and parent. Adult services are provided by public agencies
and other organizations to enhance adult life. Adult services may include, but are not
limited to, the following:
    (1) Services provided by a vocational rehabilitation program.
    (2) The department of workforce development.
    (3) The Social Security Administration.
    (4) The bureau of developmental disabilities services.
    (5) A mental health center.
    (6) A community rehabilitation program.
    (7) An area agency on aging.

(d) Upon obtaining authorization to disclose confidential information, the public agency
and the vocational rehabilitation counselor shall confer at least one (1) time per year to
review transition-age students. If the public agency and the vocational rehabilitation
counselor believe a student may be eligible for and benefit from vocational rehabilitation
services, the public agency shall do the following:
    (1) Provide adequate notice to the vocational rehabilitation counselor regarding the
    case conference meeting to be conducted during the school year before the
    student’s projected final years of school. The notification to the vocational
    rehabilitation counselor shall include the name, address, age and identified disability
    of the student for whom the case conference committee meeting is being
    conducted.
    (2) At the case conference committee meeting, orally advise and provide written
    materials to the student and the parent that describe the array of vocational
    rehabilitation services that may be available and the process to access those
    services.

(e) Nothing in this article relieves any participating agency, including a state vocational
rehabilitation agency, of the responsibility to provide or pay for any transition service

                                             48
that the agency would otherwise provide to students who meet the eligibility criteria of
that agency.

(f) If a participating agency, other than the public agency, fails to provide the transition
services described in an agreed upon individualized education program, the public
agency shall reconvene the case conference committee to identify alternative strategies
to meet the transition objectives for the student set out in the individualized education
program.

(g) Transition services may be special education, if provided as specially designed
instruction, or related services, if required to assist a student with a disability to benefit
from special education.

(h) The requirements of this section do not apply to students who are convicted as
adults under state laws and incarcerated in adult prisons whose eligibility for special
education and related services under this article will end, because of the student’s age,
before the student will be eligible to be released from prison based on consideration of
the student’s sentence and eligibility for early release.

511 IAC 7-28-4 Transfer of rights to student

Sec. 4. (a) Except as provided in subsection (b), when a student attains eighteen (18)
years of age, all of the rights that were formerly provided to the student’s parents under
this article shall transfer to the student.

(b) If a student who has attained eighteen (18) years of age has a guardian appointed
pursuant to IC 29-3-1, the rights under this article shall transfer to the guardian unless
specifically otherwise provided in the guardianship proceeding.

(c) When a student who is incarcerated in an adult or juvenile, state or local correctional
institution attains eighteen (18) years of age, the student shall have all of the rights that
were formerly provided to the student’s parents under this article.

(d) At a case conference committee meeting, no later than the student’s seventeenth
birthday, the public agency shall provide written notice to the student and the parent of
the transfer of rights at eighteen (18) years of age unless a guardianship of the student
has been obtained. The student’s individualized education program must include a
statement that the student and the parent have been provided with the aforementioned
written notice.

(e) At the time the student attains eighteen (18) years of age and unless a guardianship
has been established for the student, the public agency shall provide written notice to
the parent and the student that the rights under this article have transferred to the
student.




                                              49
                               TRANSFER OF RIGHTS

The transfer of rights provision emphasizes that at age 18 our children become adults.
This provision should motivate parents and educators to teach self-determination and
self-advocacy. By age 18, students should know their legal rights, understand how to
advocate for themselves, and understand their disability. Some of this should occur from
the student’s experience in participating in their own case conferences. Doing so
provides them opportunities to practice decision making, express themselves, and make
choices in a “safe environment.” This should be a process that begins early and occurs
throughout school years, preparing not only the student, but families also, for this
important transition.




                                          50
                                  REFERENCES

ARC of Henneping County, Minnesota & the CTIC Parent Connection Team. (1994).
  Parent Connection Guide. A Manual for Starting and Maintaining a Parent Connection
  Group. Minnesota Educational Services.

Mount, B. & Zwernick, K. (1988). It’s Never Too Early. It’s Never Too Late. Metropolitan
  Council, Mears Centre, 230 East Fifth Street, St. Paul, Minnesota 55101.

Kent State University. (1992). Effective Transition Planning: A Guide for Parents and
  Professionals.

NICHCY. (Sept. 1991). Transition Summary. Options After High School for Youth with
   Disabilities.

Osborn, K. & Wilcox, B. (1992). School to Community Transition: A Planning and
  Procedures Handbook for Parents and Teachers in LaPorte County. Institute for the
  Study of Developmental Disabilities. Indiana University, Bloomington, Indiana.

Panzer, S. & Gajewski, R. (1993). Life After High School: More Than Just a Job. School
  to Community Transition Project, Crossroads Rehabilitation Center, Indianapolis,
  Indiana.

Steere, D. (1993). A Training Guide to Implementing Comprehensive Transition Services
   for Youth with Disabilities. Middletown, Connecticut, Connecticut Department of
   Education.




                                          51
    A BELIEF ABOUT TRANSITION...


                        The quality of

                     transition planning

                   at the individual level

                      is directly linked

                to the quality of planning

                      in the community

          where students will live and work.




(1994 Minnesota Education Services, Parent Connection Guide: A Manual
for Starting and Maintaining a Parent Connection Group.)

								
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