Required Components of Transition Subject

RequiredComponents of Transition

Subject

Oneof the most significant ways of securing a prosperous future is toplan for a child’s transition to adulthood. Understanding that theyoungster may need a significant amount of support and guidance isnecessary to facilitate the transformation from school to post-schoolactivities. Transition planning is a process authorized by theIndividuals with Disabilities Education Act (IDEA 2004) that seeks tocover all students who have an Individualized Education Program (IEP)in public education sector. The primary task is to ensure that thereis an effective change from high school to work life for childrenliving with a disability (Prince Et.al, 2013).

Itis important that incapacitated youth be requested to attend IEPmeetings any time transition procedure gets deliberated. Below is achecklist of legal requirements and components that should beobserved during the transitional process:

  • Measurable Post-secondary targets.

Thesegoals are a precise statement of what a youth wants to pursue afterhigh school. It is recommendable that the team takes intoconsideration the child`s strength, interests, and preferences. Thisprocess is done by ascertaining the college preparation or vocationaltraining activities to aid the student in the transitional process.For example, Alex acquires special education services in aself-contained room in an urban high school. Through this,instructors can identify his deficits and hone them. During thisstage, the team assembles documentation of disability with the mostrecent evaluation results. This assessment goes a long way inexploring opportunities to develop functional skills for work andcommunity life (Lipkin&amp Okamoto, 2015).

  • Daily living skills

Asyouth with attention and learning issues becomes of age, much isrequired for them to have an independent living. This help is throughencouraging healthy habits and providing chances to practice domesticchores such as cooking, shopping, laundry, housekeeping amongstothers. For instance, Alex strived to accomplish tasks assigned tohim this showed that he enjoyed working and also fond of fast foodsand watching movies that he got from the video rental shops. Theactivities show that he explored recreation and leisure optionsavailable to him to live a complete life. It is the responsibility ofthe family members to figure out whether the youngster requires extrasupport to accomplish this much-needed life-skills.

  • Present levels of academic achievement and working performance.

Afterrecognizing post-secondary goals, the transitional planning teamrecords the current educational accomplishments to make sure there isinclusions of skills, strengths, interests and prerequisites thatmatch the targets (Prince Et.al, 2013). For instance at school Alexdemonstrated inconsistency in reading comprehension and oralexpression. However, he participated in a general education mathcourse and attained a grade B on average. Later on, he received twoyears to teach Math, where he opted out of standard courses ofAlgebra I.II, and geometry. This indicates what the child is capableof achieving in job environment if necessary measures are put inplace by the management.

  • Age of majority

Ageof majority gets obtained when a child turns 18 years of age. At thispoint, their rights and responsibilities get amended regardless ofthe disability. The youngster gets a transfer of Rights barringparents from obtaining student`s records without his/her consent. Forexample, Alex`s mother knows that when Alex graduate from highschool, it will be impossible for his job-coach to visit him at work.This is because Alex will have attained the age of majority after thegraduation.

  • Financial Planning

Familiesshould be conscious that children ownership of assets affects theirsuitability for benefits from the social security and other criticalservices. Therefore, it is important to discuss with a legalprofessional who majors in estate development for families ofchildren living with disabilities (Lipkin&amp Okamoto, 2015).

  • Course of study

Thisstudy concentrates on the requirements to complete specific programssuch as vocational and post-secondary education programs. It alsoencompasses classes, opportunities, and skills that unswervinglyrelate to the student post school objectives, interests, andpreferences(Harker &amp Stone, 2014).For instance Alex is advised by different individuals to improve hisvocational, academic, and social skills, and they include members ofhis family, school and the society at large. He is currentlyparticipating in community-based training in an office settingcompleting tasks such as data entry and spreadsheet development. Thistraining will help Alex to integrate well with his job environmentafter his graduation.

  • Transitional Services

Theseare the activities aimed to prepare the youth to realize theirpost-secondary goals. IDEA obliged those transitional services to bea harmonized set of actions premeditated to a result-oriented process(Harker&amp Stone, 2014).That is, focused on improving the student academic and functionalperformance by use of skill, experience activities and connections.For instance, Alex went to an urban high school to get his academicskills he also participates in community-based training and on parttime basis he works at a local office supplies store.

  • Community experiences

Theseare undertakings that are intended to assist the youth in gainingskills and necessary connections for them to actively participate inthe community such as recreation, leisure, social and civicresponsibility, etcetera. For example, Alex worked on a part-timebasis at a local office supply store. He entered numerical data tohelp in keeping track of stock and services rendered by store staffafter school. He was recognized as hardworking from his behaviorsfor example, he arrived early and left late.

  • The who and when

Onceall the transitional activities have been recognized, the IEP teamtends to assign who will be accountable for what interim service andwhen each will happen. Every team member will have someresponsibilities in the transition process(Lipkin &amp Okamoto, 2015).That is, an activity that special education is responsible for nowbecomes the yearly goals. These are the objectives that the schooldistrict is responsible for ensuring that the youth meet.

  • of performance

Thisis a document provided to students after graduating from high schoolor when they turn 22 years of age. This report encapsulates academicand functional performance levels and transition needs at the timethe student completes school. It is precise, meaningful, and writtenin a manner that the student can understand. Summary of Performancemakes endorsements about how to help the student meet his/herpost-secondary goals. This document is usually reviewed at thestudents’ final planning meeting (Prince Et.al, 2013).

References

Harker,C. M., &amp Stone, W. L. (2014). The Comparison of the DiagnosticCriteria for Autism Spectrum Disorder Across DSM-5, DSM-IV-TR, 2 andthe Individuals with Disabilities Act (IDEA) 3 Definition of Autism.

Lipkin,P. H., &amp Okamoto, J. (2015). The Individuals With DisabilitiesEducation Act (IDEA) for Children With Special Educational Needs.Pediatrics,136(6),e1650-e1662.

Prince,A., Katsiyannis, A., &amp Farmer, J. (2013). Postsecondarytransition under the IDEA 2004 A legal update. The Interventionin School and Clinic,48(5),286-293.