Transition-Focused Planning

In this chapter, you will learn recommendations for working with families as they plan for their child's transition to adulthood.

How can educators empower parents to begin and continue transition-focused planning for their child?  By Beth Schaffner

I think the person-centered planning process is one of the best tools for helping students and their parents become empowered. This type of planning allows them to build the energy and focus they need for the transition journey and beyond (for more information see "I wonder What is Person-centered planning?").  For Rob, we used the the Planning Alternative Tomorrow's with Hope (PATH) process for our person-centered planning. The PATH provides a structure for the student and family to develop a "circle of support"  so that they are not alone and so they can stay focused and move forward.  And the PATH process is not something that is "owned" by professionals, like an IEP.  "Systems people", like teachers, can participate as members of the circle if invited, but they have no more power or "say" during the session than any other participant. The student's voice is the most important one in the entire process.  Rob's PATHs focused on his strengths and a shared vision for his future. They also provided a step by step "map" for moving toward the vision. Families can feel very afraid and powerless about their child's future.  Person-centered planning, such as the PATH process can really offer hope and concrete steps for moving forward.

Teachers should talk with their students and their families about the possibility of conducting a person-centered planning meeting as a way to set goals toward the student's future.

Transition-focused planning

Transition-focused planning involves the alignment of an individual student's post-school goals, needs, strengths, preferences, and interests with their curricula including instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation.

Transition-focused planning should involve creating goals with the student for the following three areas:

(1) Education/training (e.g., Sarah will attend community college to receive training as an emergency room technician)

(2) Career (e.g., Sarah will become an Emergency Room Technician)

(3) Independent living (e.g., Sarah will live in an apartment with friends and have a cat)

"The purpose of transition services, simply put, is to align school-based curricula and activities with the future goals for students, to prepare them with the tools to advance their dreams as they move to adulthood."

- Dr. Diane Bassett, Professor of Special Education, University of Northern Colorado

A Commentary by Dr. Diane Bassett, Professor of Special Education at the University of Northern Colorado