ERIC Number: ED242154
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Planning and Implementing the Transitions of Severely Handicapped Students from School to Postschool Environments.
Nisbet, Jan; And Others
Individual transition plans (ITPs) outline specific curricular content and implementation strategies to help the postschool adjustment of severely handicapped students. ITPs should be longitudinal, comprehensible, based on functional objectives, oriented to a wide variety of actual environments, and should include input from competent related services personnel. A model for developing and implementing ITPs is composed of five phases: (1) developing transition timelines and targeting desirable characteristics of postschool environments and services; (2) gaining access to and/or creating postschool environments and services; (3) prioritizing, developing, and coordinating transition objectives; (4) generating, developing, and implementing training and supervision models; and (5) evaluating ITP effectiveness. ITP procedures can promote independence in living in supervised apartment situations, working in nonsheltered vocational settings, and accessing a wide variety of community recreation/leisure activities. Appendices include: a guide for use as a parent/guardian transition questionnaire; and forms for documenting parental, school, and postschool agency contacts and for organizing information on transitioning students and transition objectives. (CL)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC. Div. of Personnel Preparation.
Authoring Institution: Madison Public Schools, WI.; Wisconsin Univ., Madison.
Note: Appendix D may not reproduce because of small print.