It’s All About Work
A program designed to assist individuals with
disabilities, their families/significant others and
school personnel in designing, planning and
implementing programs and strategies which
support a successful transition into adult life.
It’s All About Work - Benefits
• A statewide pilot project designed by the NJ Association of Centers
for Independent Living in partnership with NJDVRS and NJDOE
• Curriculum incorporates materials to assist schools in meeting the
Core Curriculum Standards and IEP requirements for transition to
adult life planning at 14 and 16.
• The strengths based profile which is an outcome of participation in
the program will assist in helping develop transition goals and
objectives.
• Participants will be able to access services through DVRS prior to
graduation.
• Centers for Independent Living assist individuals of all ages and
students will have a constant as they transition from school to adult
life.
What is Transition Planning?
Transition is the process that prepares students for life after high
school. For students aged 14 and above the term “transition
services” means a coordinated set of activities for a child with a
disability that:
a) is designed to be a results-oriented process focusing on
easing the child’s movement from school to post-school
activities.
b) is based on the individual child’s needs, taking into account
the child’s strengths, preferences, and interests.
What is Transition Planning? Cont’d
c) includes instruction (the use of formal techniques to impart
knowledge), related services (transportation, developmental,
corrective, and other supportive services), employment
(services that lead to a job or career), community experiences
(services provided outside of the school in community
settings by schools or other agencies), post-school adult
living, daily living skills (if appropriate), functional vocational
evaluation (assessment that provides information about job
or career interests, aptitudes and skills).
Why is Transition Planning Important?
• Transition into the adult world can present challenges for all
young people however, the process of transition may be more
difficult for some youth with disabilities and will require unique
strategies to enable each student to achieve the maximum
possible independence in working, living and participating in the
community as adults.
• The Transition plan provides a roadmap for the students life after high
school.
• Without this “roadmap" it is very difficult for a student to achieve
his/her highest level of independence.
• The educational system is based on entitlement.
• The adult service system is based on eligibility.
Transition and the IEP
Beginning not later than the first IEP to be in effect when the child
turns 16, or younger if determined appropriate by the IEP Team, and
updated annually, thereafter, the IEP must include—
• (1) Appropriate measurable postsecondary goals based upon age
appropriate transition assessments related to training, education,
employment, and, where appropriate, independent living skills; and
• (2) The transition services (including courses of study) needed to assist
the child in reaching those goals. [§300.320(b)]
• This means that the IEP team must develop measurable goals for the
student that are focused on the postsecondary world and specify what
transition services are needed to help the student reach those goals.
Things to consider/discuss
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Postsecondary Education,
Vocational Education,
Integrated Employment (including supported employment),
Continuing and Adult Education,
Adult Services,
Independent Living
Community Participation.
Guardianship
Estate Planning
• Helpful Tip
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Create a timeline/checklist for your plan
Prioritize what’s most important.
Transitioning to Adult Life requires the
following skill sets:
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Ability to gather and assess information for making sound decisions
Applying a decision-making process to career and lifestyle preferences
Planning and problem-solving in daily life
Learning how to access and thrive in an independent living
environment
• Identify and obtain needed systems of support
• Gain access to and utilize technology to enhance independence, as
needed
It’s all About work includes
3 Levels of Coursework related to
Transitioning to Adult Life
Tier 1: A coursed designed to assist high school students with
disabilities (ages 14 and up) to begin identifying their future
goals and planning for life after school.
Tier 2: A course designed to assist high school students with
disabilities (ages 17 and up) in identifying career preferences,
explore the world of work and learn about the adult service
system.
Tier 3: A course designed to assist adults with disabilities in
identifying and pursuing their employment/ life goals.
Tier 1 - Planning for Adult Life: An Introductory Course
• Targeted to high school students with disabilities ages 14 and up
• An 8 session course (45 to 60 minutes per session)
• Maximum of 12 Students per course
Course focuses on:
• Understanding the Importance of Interpersonal and Social
Skills
• Development of a Strength Based Student Transition Profile
• As Applicable, Referral to DVRS (Students 16 and over)
Tier 2 - Planning for Adult Life:
• Targeted to high school students with disabilities ages 17 and up
• A 10 session course (45 to 60 minutes per session)
• Maximum of 12 Students per course
Course focuses on:
• Interests/Aptitudes/Learning Style Profiles and Inventories
• Understanding and Preparing for the World of Work
• Consideration and Exploration of Post Secondary Educational
Opportunities
• Independent Living Skills
• Goal Planning for Adult Life
• Development of a Strength Based Student Transition Profile
• As Applicable, Referral to DVRS
Tier 3 - Planning For Adult Life: For Non-Transitioning Adults
• Targeted to adults with disabilities who are out of high school.
• A 10 session course ( 1 hour sessions)
• 8 to 12 students per course
• Community/CIL based
• Strength Based Profile/Portfolio inclusive of assessment results
• Interests/Aptitudes/Learning Style Inventories
• Understanding and Preparing for the World of Work
• Independent Living Skills
• Adult Systems of Support
• As Applicable, referral to DVRS
Strengths Based Student Profile
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Learning Style
Strengths and Abilities at:
 Home
 School
 Community
Interests and Activities at:
 Home
 School
 Community
Preferences
 Employment/Vocational
 Hopes and Dreams
 Job preferences
 Courses needed to achieve career
goals
 Work History
 Preferred characteristics of a job.
 Support Systems and
Accommodations
 Supervision needs
Components of a Successful Transition and
the Parents Role.
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Encourage your child to make age-appropriate decisions and choices as early as
possible. It is also important to allow him or her to make mistakes. Transition is a lifelong process.
Planning for your child’s future must begin as early as possible.
The “entitlements” that exist while your child is in school will end as soon as he or
she graduates or ages out of the education system. As an adult, your child will have to
apply and be found “eligible” for some services.
You and your child should be as familiar as possible with agencies and organizations
that can provide necessary services. There will be agencies and entities, other than
your child’s school, involved in your child’s plan. Remember, though, that there are no
programs that can provide all of the services and supports needed by every
individual.
Components of a Successful Transition and
the Parents Role.
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Combine the information and guidance agencies provide along with your knowledge
to make informed choices with your child. Although, do not assume that the
professionals always know what is best for your child.
Do not assume that because your child has a disability there will always be a program
to meet his or her needs, or that there will always be a professional to make decisions.
Utilize your community-based network (friends, family, religious organizations)
NJ State Resources
NJ Department of Education – Office of Special Education:
http://www.state.nj.us/education/specialed/
– Special Education resources
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http://www.state.nj.us/education/specialed/resources/
NJ Department of Human Services (DDD, DDS, CBVI, DDHH, DMHS)
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http://www.nj.gov/humanservices/clients/disability/
http://www.nj.gov/humanservices/ddd/home/index.html
http://www.nj.gov/humanservices/dds/home/index.html
Resource Manual
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http://www.nj.gov/humanservices/dds/documents/RD13webqxd.pdf
NJ Department of Children and Families
• http://www.state.nj.us/dcf/
– Children's System of Care
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http://www.state.nj.us/dcf/providers/csc/
Parent Education Resources
SPAN- Statewide Parent Advocacy Network
http://www.spanadvocacy.org/
Wrightslaw: http://www.wrightslaw.com/
NCSET National Center on Secondary Education & Transition
http://www.ncset.org/default.asp
PACER Center - http://www.pacer.org/
National Center for Learning Disabilities http://www.ncld.org/
Autism Speaks – http://www.autismspeaks.org
Autism Now - http://autismnow.org/
The Boggs Center http://rwjms.rutgers.edu/departments_institutes/boggscenter/
Local and Other Resources
Center for Independent Living (Morris, Sussex and Warren) –
www.dawncil.org
NJ Statewide Independent Living Council – http://www.njsilc.org/
PATH – Parent Action Transition Handbook –
http://www.njsilc.org/sites/default/files/path%20handbook%20e.pdf
Transportation
Morris county paratransit system
http://www.morrishumanservices.org/adv/MAPSRegistration.pdf
Access Link
http://www.njtransit.com/tm/tm_servlet.srv?hdnPageAction=AccessLinkTo
Local and Other Resources
Center for Independent Living (Morris, Sussex and Warren) –
www.dawncil.org
NJ Statewide Independent Living Council – http://www.njsilc.org/
PATH – Parent Action Transition Handbook –
http://www.njsilc.org/sites/default/files/path%20handbook%20e.pdf
Transportation
Morris county paratransit system
http://www.morrishumanservices.org/adv/MAPSRegistration.pdf
Access Link
http://www.njtransit.com/tm/tm_servlet.srv?hdnPageAction=AccessLinkTo
Questions?
Carmela Slivinski, Executive Director
DAWN Center for Independent Living, Inc
30 Broad Street, Suite 5
Denville, NJ 07834
973-625-1940
1-888-383-DAWN