Transitional Planning with Special Education Students
By Dr. James Yost

Most people agree that high school educational services provided to our children should be geared to meet the challenges of today's world by preparing students for college work and a realistic and appropriate career. Optimally, education should lead to success in the after-school experience of every student. Transition Plans are a recognized component in the Individual Education Plan(IEP) for most special education students today. In order for a school to be in compliance with federal and state educational standards, the IEP contains a transitional component that provides for career and social development within two years of graduation. The best transitional plan is tailored to meet the needs and goals of the individual student and allows them to take the steps towards a realistic career.

Using various methods of identification, the individual interests and needs of each student are usually determined through a focused series of assessments including surveys, interviewing and testing. Students actively participate in this process and enhance their career thinking through on-line research activities, career guidance and group instruction. Obviously, this process requires a co-operative effort between high school faculty and parents who function as a team to help the student realize their goals.

In many cases, it is appropriate and effective to place a special education student in the community to gain valuable hands-on experience. Employment opportunities, referred to as Structured Learning Experiences(SLEs) encourage students to participate in the world of work. Typically, special education students who are approved to participate in an SLE have achieved the age of 16 and report regularly to a worksite. Placing a student outside the school, even for a partial day, is a wonderful way to help the student mature and develop a better understanding of life and work and to apply learning to actual situations. Approved placement sites are selected based on a number of criteria that match the student's career choice as well as state educational requirements. The Transition Coordinator is the key high school administrator who develops achievement goals and methods for grading students on their workplace performance. A mentor in each placement site is in place to monitor and direct student activities and make performance reports to the Transition Coordinator who visits the placement site on a regular basis.

The Transition Plan together with the SLE provide a unique experience to help special education students develop more concrete thinking about the world they face after high school. As a result, the student is better prepared to meet the challenges of the world by engaging in activities that support their career choices for post-secondary education and life planning. Retail establishments, non-profit community centers, law and accounting offices and recreational community centers offer students an ideal setting for the SLE. A partnership in the SLE program represents a cost-effective strategy that underscores the business owner's commitment to the community.