Center for Family Involvement

Partnership for People with Disabilities

 

Post-Secondary Transition Planning: Training for Students of Diverse Backgrounds

By: Domi Lopez-Piper, OTS

Faculty Advisor: Carole Ivey | Community Advisor: Dana Yarbrough

Edited by Angela West and Mauretta Copeland

Purpose of this Presentation

This presentation was created to help **students with disabilities of diverse backgrounds** learn their **rights and responsibilities** as they plan for the transition for life after high school.

Topics discussed in this presentation:

  • Your rights at an Individualized Education Program (IEP) meeting
  • Goal writing
  • Self-determination
  • Self-advocacy
  • Identifying your strengths and interests

A Student's Rights and Responsibilities at an IEP (Individualized Education Program) Meeting

Teachers are required to prepare you to participate in your IEP meetings.

Your Rights Your Responsibilities
(a) Be at the IEP meeting Thinking about what you want for the future
(b) Give your opinion and your ideas Talking with parents and teachers about goals to write into your IEP
(c) Have the topics you want included in the IEP meeting Sharing feelings with the IEP team (such as fears or hopes)

Goal Writing

There are four topics for transition specific goals:

  1. Training
  2. Education
  3. Employment
  4. Independent Living

**Transition goals** are what you want to achieve after high school.

Goals are based on your dreams for your adult life, and should focus on your interests, preferences, and strengths.

Your team must know how to set goals with your family and cultural values in mind.

Goal Examples:

  • **Postsecondary Education/Training:** After graduation, Tanya will research and find vocational or college programs in sports medicine or athletic training.
  • **Employment:** After high school graduation, she will find employment that is related to sports. After college or vocational training, Tanya will work in a sports-related industry.
  • **Independent Living:** Tanya will be able to independently use public transportation to get to work.

Self-Determination

**Self-determination** means having the skills and opportunities to direct your life in a way that leads to personal satisfaction.

  • Self-determined students are better able to advocate, self-monitor, set goals, and make quality decisions about their lives.
  • Students who are self-determined will participate in high school transition planning and become more aware of their rights and responsibilities.

Elements of Self-Determination:

Element Description
Choice Making The skill of selecting a path forward between two known options.
Decision Making The skill of selecting a path forward based on various solutions that have each been thoughtfully considered.
Problem Solving The skill of finding solutions to difficult or complex issues.
Goal Setting & Attainment The ability to develop a goal, plan for implementation, and measure success.
Self-Advocacy The skills necessary to speak up and/or defend a cause or a person.
Internal Locus of Control The belief that one has control over outcomes that are important to his or her own life.
Self-Awareness Basic understanding of one's own strengths, needs, and abilities.
Self-Efficacy Belief in one's own ability to succeed in specific situations or accomplish specific tasks.

Self-Advocacy

**Self-advocacy** means having the skills necessary to speak up and/or defend a cause or a person, including yourself.

  • Self-advocacy includes understanding your need for accommodations and how to ask for them.
  • Developing **self-knowledge** is the first step to self-advocacy. Self-knowledge includes your learning styles, strengths and weaknesses, interests, and preferences.

Self-Advocacy in Transition Planning

Remember, **you are your own best spokesperson!** You should be encouraged to express concerns and preferences about your options.

Transition planning should be:

  • A good place to practice expressing your opinions in a respectful, supportive environment.
  • A good place to practice responsibility and self-knowledge.

Identifying Strengths and Interests

Your team should have high expectations for you while recognizing your **interests, talents, desires**, and the learning supports needed for you to succeed.

All members of your transition team should believe that you are **capable of high-level work** and can complete a high school diploma, succeed after high school, and have a meaningful career and the life you want.

Resources

  • Banks, J. (2013). Barriers and Supports to Postsecondary Transition. *Remedial and Special Education*, 35(1), 28–39. doi: 10.1177/0741932513512209
  • Blustein, C. L., Carter, E. W., & Mcmillan, E. D. (2016). The voices of parents: Post–high School expectations, priorities, and concerns for children with intellectual and developmental disabilities. *The Journal of Special Education*, 50(3), 164-177. doi:10.1177/0022466916641381
  • Cote, D. L., Jones, V. L., Sparks, S. L., & Aldridge, P.A. (2012). Designing transition programs for culturally and linguistically diverse students with disabilities. *Multicultural Education*, 20(1), 51-55.
  • Horowitz, S. H., Rawe, J., & Whittaker, M. C. (2017). *The state of learning disabilities: Understanding the 1 in 5*. New York: National Center for Learning Disabilities.
  • Povenmire-Kirk, T. C., Bethune, L. K., Alverson, C. Y., & Kahn, L. G. (2015). Developing cultural competence in secondary transition. *Teaching Exceptional Children*, 47(6), 319–328. doi: 10.1177/0040059915587679
  • Raghavan, Pawson, & Small. (2013). Family carers' perspectives on post‐school transition of young people with intellectual disabilities with special reference to ethnicity. *Journal of Intellectual Disability Research*, 57(10), 936-946.
  • Rodriguez, R. J., Blatz, E. T., & Elbaum, B. (2013). Strategies to involve families of latino students with disabilities. *Intervention in School and Clinic*, 49(5), 263–270. doi: 10.1177/1053451213513956
  • Trainor, A. A., Lindstrom, L., Simon-Burroughs, M., Martin, J. E., & Sorrells, A. M. (2008). From marginalized to maximized opportunities for diverse youths with disabilities. *Career Development for Exceptional Individuals*, 31(1), 56-64. doi:10.1177/0885728807313777
  • Williams-Diehm, K., Miller, C., Sinclair, T., & Wronowski, M. (2018). Technology-based employability curriculum and culturally diverse learners with disabilities. *Journal of Special Education Technology*, 33(3), 159-170.
  • Young, J., Morgan, R. L., Callow-Heusser, C. A., & Lindstrom, L. (2014). The effects of parent training on knowledge of transition services for students with disabilities. *Career Development and Transition for Exceptional Individuals*, 39(2), 79-87. doi:10.1177/2165143414549207