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VDOE Superintendent’s Memo: Services for Students Identified as Hearing or Visually Impaired
Virginia Department of Education Resources for Serving Students with Sensory Disabilities
ORANGE COUNTY PUBLIC SCHOOL’S TRANSITION SERVICES
To provide innovative, high-quality transition support services to students with disabilities. Emphasis is placed on developing the skills necessary for achieving successful post-secondary outcomes. Outcomes may include, but are not limited to, employment, post-secondary education or training, vocational training, and independent living. All services will be provided in a manner consistent with student-centered planning and will reflect the student’s unique characteristics, talents, interests, and desires.
Transition services refers to those programs, activities, and services that are specifically designed to prepare and support students with disabilities in their transition from high school to adult roles.
• Assisting students in identifying a post-secondary vision for themselves based upon their strengths, preferences, interests, and needs.
• Assisting students in identifying their transition-related needs and in planning for their transition.
• Providing instructional opportunities to students so that they may acquire skills necessary for adult life.
• Providing opportunities for career awareness, career exploration, and the development of appropriate work behaviors and marketable job skills.
• Facilitating linkages with adult services, vocational training, and post-secondary education providers.
WHAT IS TRANSITION AND WHY IS IT IMPORTANT?
Transition is the period of time when a student moves from school to adult life. Moving into the adult world takes careful planning and consideration. Each child is very individualistic and may require different levels of support and guidance when working through this process. The earlier transition is considered, the better. Transition planning should be future-oriented and outline the steps necessary to help students reach post-secondary goals.
WHAT ARE TRANSITION SERVICES?
The term “transition services” means a coordinated set of activities for a child with a disability that are focused on improving academic and functional achievement and facilitating the child’s movement from school to post-school activities. These activities may include post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. Services are based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests.
WHO IS INVOLVED IN TRANSITION PLANNING?
Transition planning is a student-centered team effort. Therefore, students must actively participate in the development of their plans. Other team members include family members, Local Educational Agency representatives (LEAs), special educators, general and vocational educators, as appropriate, Transition Specialists, other school staff as appropriate (school counselor, school psychologist, school social worker) and community and adult service agency representatives.
Beginning no later than the first IEP to be in effect when the child is 14 (or younger, if determined appropriate) and then updated annually thereafter, the IEP must include:
• Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, independent living skills, where appropriate
Transition services include:
• Activities needed to assist the student in reaching postsecondary goals; and
• Courses of study to support postsecondary goals
For questions about Transition Services and OCPS’ Transition Program contact:
Patricia Morgan, Ed.S