ERIC Number: ED338475
Record Type: RIE
Publication Date: 1990
Reference Count: N/A
Providing Transition Planning for the Secondary Student through the Community Based Inservice Model.
This paper provides an overview of the transition process for students with severe handicaps. For secondary age youths with severe handicaps, explicit and intensive transition planning is necessary to bridge the gap between school experiences and adult life. The transition planning process is designed to build the skills necessary for an individual to function competently in the community and to establish support services necessary to ensure that participation is maximized and maintained over time. The focal point of the transition process is the development of a formal individualized transition plan (ITP) for every student with handicaps. The ITP must begin before placement in the community occurs. With the transition team effort, the ITP identifies adult residential and employment goals, and support services needed to maximize independence in the community. The Community Based Inservice Model (CBIM) is a federally funded project that is designed to provide training to educators to assist the transition of youth with moderate to severe handicaps. The CBIM offers training opportunities in transition planning, community based activities, and the placement of students in community jobs. The vocational component features community jobs at integrated job sites, on-site job training, and a variety of job experiences. The community based component teaches skills such as shopping, laundry, and banking in the community where the skills will be used. (KS)
Descriptors: Agency Cooperation, Community Programs, Daily Living Skills, Independent Living, Individualized Transition Plans, Inservice Teacher Education, Interdisciplinary Approach, Job Training, Secondary Education, Secondary School Students, Special Education, Special Needs Students, Transitional Programs
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Rural Education Symposium of the American Council on Rural Special Education and the National Rural and Small Schools Consortium (Tucson, AZ, March 18-23, 1990).