Transition Planning and Transition Education

Running head : TRANSITION PLANNING EDUCATION

Transition Planning and Transition Education for Children and Youth with Disabilities

Name

University

Professor

Course

April 9 , 2008

Abstract

Transition refers to a time when a major change occurs . Moving from one setting to another , the person experiences a challenge from one predictable life event to another . Thus , coordinated planning becomes highly significant . By implementing the three features of effective transitions that are comprehensive planning , implementation of the plan of action , and through coordination , cooperation , communication , and collaboration , transition can

become effective , especially with the integration of transition to the education curriculum of the students These transition-related activities start years before the actual formal process that should begin by the age of 16 . With additional devices like computer programs , digital devices , and the Internet , implementing transition education through integration to the curriculum enhances meaningful , life-related lessons that can be used in real life events .Transition Planning and Transition Education for Children and Youth with Disabilities

The word transition refers to a period in time when change occurs (Patton , year ,

.430 . As a person moves from one situation or setting to another , a challenging new experience occurs , and the person usually finds himself or herself confused , irritated , and worried , with regards to the future aspects , priorities , and responsibilities that one has to make . For this , it is important to create a certain plan , and to have somebody assist him or her in the decisions that he or she is about to make concerning life

Transitions usually occur during `predictable life events ' like the time when we begin school , leave elementary school , leave secondary school , enter a new job or career , finish studies or go abroad , and when we enter (or leave ) the marriage life . As stated , Coordinated planning for these transitions can minimize the anxiety that may arise and can make such transitions smoother (Patton , year ,

.430 . For this , we come up with `transition planning , which refers to a set of activities that assist in preparing a person for the transition that is to take place (Patton , year ,

.430

Moving from one period in time to another - like from birth to preschool years , from preschool to elementary , from elementary to secondary , from secondary to early adulthood , from early adulthood to middle adulthood , and from middle adulthood to older adulthood - usually differ from one person to another , depending on the person 's context personality , interests , desire , and future plans . However , transitions do not always occur in a `normal ' framework . There are certain people who , during unpredictable times of their life , experience heavier challenges , anxieties , and confusion . People with disabilities or illnesses usually undergo this type of transition , which is the `horizontal ' type of transition . This type of transition reflects experiences of being alone , having alternative care or alternative education , experiencing community living , or being in private setting For these reasons , transition planning and education help minimize the tension and difficulty brought by a change in life

Main Body

Importance of transition planning

According to the Colorado Department of Education , Special Education Services Unit (2000 , transition is very important because of the following reasons : first , because transition from special education services and its entitlements is complicated second , because for students with severe disabilities and complex needs , it will take time to put post-school services and supports in place third and final because some students will likely be using the services of many agencies and time will be needed to figure out who can do what and who will pay for what (p .1 . This was according to the Congress and the U .S Department of Education regarding early transition planning for citizens

Because applicants of transition planning are often required numerous work and some eligibility requirements , it would be helpful to start early , especially that other agencies and services have waiting lists that are really long . By starting at an early time , the applicant can certify that the services needed shall be provided in a fulfilling aptly , and timely manner . There will be less restraints and problems in availing the transition services , which are designed to promote movement from one situation or setting to another

Three features of effective transitions

There are three features that can facilitate effective transitions for applicants , especially for individuals that have disabilities : first is comprehensive planning that needs assessment and individual planning second is implementation of a plan of action third is coordination cooperation , communication , and collaboration (Patton , year ,

.430

Comprehensive planning usually consists of two major components (1 the needs assessment or when the special education teacher or transition specialist communicates the possible programs and settings and (2 ) the individual planning or when a plan of action is developed , which should be based on the needs assessment (Patton , year ,

.430-31

Implementation , on the other hand , concerns the effective execution of plans that , sadly , presents a normal environment , which are the following (1 ) The needs assessment and /or the planning phase were completed inadequately or inappropriately (2 ) The plan is not executed as it was designed (3 The special education teacher or transition specialist does not fulfill their rightful commitments to the case (Patton , year ,

.432 . It would be more helpful if the services carry an assorted group of activities - each carrying a different objective - which complies with the applicant 's interest or abilities

Lastly , when it comes to coordination , cooperation , communication , and collaboration , these terms encompasses the elements significant between members of the `transition team . For the members to interact accordingly , four elements are important (1 ) coordination , so that the student could receive specific services from the agencies (2 cooperation , so that the members could help and support the needs of the other (3 ) communication , so that the members gain knowledge of resources and services , and on how to avail these services and finally (4 ) collaboration , so that the team members share each one 's decisions , responsibility , and trust , while investing time and energy for the best options and strategies that they could come up with (deFur 2002 ,

.3 . Transition plans become more effective when each member collaborates with the team , so that the specific needs could lead to a plan good enough to be implemented in real-life setting

Transition education

The term transition education refers to all education-related activities , particularly in the areas of curriculum and instruction that correspond to and prepare students for the demands of adulthood (Patton , year ,

.434 . This means that transition-related activities actually start years before the actual formal process of transition that should begin by the age of 16 (Patton , year ,

.434 . Here technological devices and computer software both appear to be important in preparing students for a life-long change that is about to take place

Transition education can be implemented in the classroom through a number of helpful devices . There are computer programs that train the student with regards to budgeting , balancing checkbooks , extracting the change out of given money , or even shopping . Cellphones and digital devices and programs are also useful , especially those that have calendars , alarms , memos , calculators , or every possible type of software . Apart from these , the Internet also appear to be significant as it harnesses the skills like paying bills online , doing comparative shopping , figuring taxes and shipping charges , etc . In terms of implementing transition education in classes with special educational students , however , this can be integrated into the curriculum agenda , in to develop life skills through real-life coursework and activities . Interpreting bills , writing checks , computing the cost and change , and budgeting money are just some of the activities that can be integrated into the agenda

Conclusion

There are two available processes of offering transition education to students , especially to those with disabilities (1 ) integration through augmentation , wherein additional instructional time is added to the curriculum for life-related issues that can be associated to the course and (2 ) integration through infusion , wherein real-life s are explored out of the existing course content , infusing these s directly into the course content (Patton , year ,

.438-39 . By this part of the coursework is being integrated for real-life s that enhance specific life skills and abilities . These life skills are selected and infused to the existing course for meaningful , life-related lessons that can be used in future life

Transitions refer to changes that take place during a major period in time . To minimize anxiety and make things run smoother , transition plans are important to prepare students for a basic change that is about to take place . Moving from one period to another can be bothering especially for those with disabilities . To counteract these unpredictable times , the use of transition planning and education should make everything less heavy

References

Colorado Department of Education , Special Education Services Unit (2000 . Transition planning : what - why - how . In Fast Facts (Fall 2000 edition . Denver , CO : CDE , Special Education Services Unit

deFur , S .H (2002 . Transition summary : transition planning : a team effort . Retrieved April 9 , 2008 , from the National Information Center for Children and Youth with Disabilities database : HYPERLINK "http /www .nichcy .org /pubs /transum /ts10 .pdf http /www .nichcy .org /pubs /transum /ts10 .pdf

Patton , J .R (year . Transition planning and transition education . In [Title of book] . Place : publisher

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