Transition Planning

The purpose of this article is to propose an expanded conceptual model, Transition to Community College (TtCC). Based on a review of the literature, the proposed model extends the work of Garrison-Wade and Lehmann as a revised transition framework to be used to guide the development and evaluation of disability policies, practices, and programs. Exemplary changes in the laws, policies, practices, and responsibilities from the secondary to the postsecondary setting are presented. Recommendations for secondary and postsecondary leaders and researchers are offered.

Published by the NCWD, this booklet looks at family involvement, school preparation, career preparation, connecting activities and youth development, and leadership as the guideposts necessary for transition-age youth. The publication highlights the aspects that should be a part of the programs and planning activities related to the transition from high school to college, work, and the community. This free, downloadable guide is available in English and Spanish.

This report was developed by the directors and staff of the networks of University Centers for Excellence in Developmental Disabilities Centers and the Leadership Education in Neurodevelopmental Disabilities Programs. Faculty, staff, trainees, individuals with disabilities, and family members can use this as a resource on transition.

This is a book for families with a young person headed for an Inclusive College program. Each of the five strategies is supported by several Power Plays-- baby steps in the right direction as your son or daughter with developmental delays gets ready for one of the new Inclusive programs offered on more and more college and university campuses. How do you know if you are doing the right things to prepare? You need Strategies for Success!

This is a tool that students, parents, school counselors and teachers can use to help a student to determine how he/she performs at some of the critical skills needed to succeed in a postsecondary setting (career school, community college, college, university).

Think College Insight Brief #13 focuses on the Florida College Collaborative which conducted two parallel statewide web surveys, one for professionals who support people with IDD and another for families of youth with IDD. The surveys gathered perspectives about PSE for students with IDD and information on current practices. They asked about students’ hopes and dreams and about barriers to their participation in PSE programs.

Think College Insight Brief #8 focuses on healthcare transitions and provides strategies that can be used in college and afterward to help young people stay healthy and ready for the future.

The purpose of this article is to identify legal issues concerning the transition planning process through a qualitative analysis of administrative and judicial decisions addressing transition services for students with disabilities. The issues that emerged from the analysis were categorized into five prevalent themes: agency contacts, student involvement, individualization of the transition plan, district obligations, and appropriateness of the transition plan. The themes included both procedural and substantive components.

The primary purpose of interagency transition teams serving youth with disabilities is to improve the post school outcomes for youth who are transitioning from secondary education to adult life. This resource is published to assist state-level transition coordinators as well as for persons charged with the responsibility of forming, conducting, and evaluating the performance of interagency transition teams serving youth with disabilities.

This graphic compares traditional pathways to college to alternate forms of access to postsecondary programs for students with intellectual disabilities, including financial aid, entrance requirements, extracurricular activities, etc.