Training Tool
THE TRANSITION
FROM SCHOOL
TO INDEPENDENT LIVING
(TÉVA)
2011
The Comité régional TÉVA / Engagement Jeunesse pour les jeunes handicapés
Island of Montreal
Challenges Faced
2
A young person living with a handicap leaving
school faces many challenges, such as how to:

find and keep a job

pursue post-secondary studies

participate in fulfilling activities

develop a new social network
As a result, we need to…
3

Help young people overcome these challenges
and realize their life goals make a world of
difference.

Create a well-structured plan that includes
cooperation between the school and its partners
to make the student’s transition to independent
living much smoother.

Ensure that the student and his/her parents are
at the centre of the process.
What is Transition from School
to Independent Living (TÉVA)
4
Transition Planning is defined as a coordinated
and planned set of activities designed to support
students so that they can achieve their life goals
after they leave school, especially with regard to:

entering the workforce;

creating new social networks;

enjoying recreational activities;

participating in the community;

pursuing further education and training.
Goals of the Transition from School
to Independent Living (TÉVA)
5

Develop an individualized approach that helps young
people achieve their life goals;

Increase the degree to which young people living with a
handicap are prepared for adult life by addressing all
aspects of independent living;

Identify and attempt to reduce obstacles in order to make
the transition a smooth one;

Develop partnerships to ensure continuity between the
school and other services so that these young people do
not find themselves lacking necessary services;

Encourage complementarity among service partners and
promote cooperation between the various networks
involved.
Legal and Regulatory Framework
in Québec
6
In Québec, the transition from school to independent living
(TÉVA) is set out in the following documents:
Policy on Special Education (La politique d’adaptation
scolaire), MELS, 1999
L’Entente de complémentarité MELS-MSSS, 2003
Le cadre de référence pour l’établissement des plans
d’intervention, MELS, 2004
Le Plan d’accès aux services pour personnes ayant une
déficience, MSSS, 2008
La Stratégie nationale pour l’intégration et le maintien en
emploi des personnes handicapées, MESS, 2008
La politique gouvernementale À part entière, 2009
La Stratégie d’action jeunesse 2006-2009 et 2009-2014,
Secrétariat à la jeunesse
7
Transition Plans outside of
Québec

An Alberta policy defines the transition plan as a
collaborative plan and process so that the student
leaving school attains a better quality of life through
workforce integration and independent living.

In British Columbia, ministerial directives propose that all
transition experiences be planned and coordinated. As
such, a transition plan should be put in place two to
three years before the student leaves school.

In the United States, it is mandatory that transition plans
be set up once a student reaches the age of 14,
according to the Individual with Disabilities Education
Act (IDEA), an American federal law.
Target Population
8
Transition planning is aimed at young people who:

have physical or intellectual disabilities, pervasive
developmental disorders, or mental health disorders;

are at least 15 years of age;

are attending a secondary school;

wish to undertake a transition planning process.
These young people need a carefully-planned, concerted
process that will ensure a smooth transition to adult life.
Putting Transition Planning
into Operation
9


The transition plan identifies the student’s life
goals and the means of achieving them. It
should also include his/her strengths and
challenges, interests, leisure activities, etc.
The process of transitioning to independence
must be laid out in a transition plan that is part
of the student’s IEP and of the Individualized
Service Plan (PSI), if applicable.
Key Players in the Intervention Plan
10

The student, the school principal or his/her
representative, the teacher, stakeholders from the health
and social services and/or employment sectors involved
with the student’s case AND the parents
Other possible key players:

other school personnel involved with the student;

personnel from rehabilitation centres and the CSSS;

stakeholders from the employment network;

community partners.
Responsibilities
11

The role of the school:
 Put
the transition plan in place and begin the
transition process;
 Identify
students who would benefit from a
transition plan;
 Establish
and maintain contact with parents and
organizations involved in the transition plan;
 Work
in cooperation with the student and all
other partners to set and attain the goals
specified in the transition plan.
Responsibilities
12

Partner institutions or organizations must:
 participate
in transition plan meetings when
directly involved with the student and share
relevant information as required;
 share
in establishing the goals defined in the
transition plan, and to that end, assist in attaining
goals by making their services available.
The Process
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1.
Introduce the overall process of transition
planning to the student and his/her parents;
2.
Support the student in identifying his/her life
goals;
3.
Draw up an individualized transition plan with
the student;
4.
Implement the transition plan;
5.
Revise and follow up on the transition plan;
6.
Refer the student to new partners or services
and share relevant information as needed.
Conditions for Success
14

The student must always be at the heart of
the process;

The student and his/her parents must be
active participants in the process;

Goals must be set according to the student’s
life goals, and not only as a result of the
services available;

Innovative practices and approaches should
be considered;

Cooperation between partners from the
various networks involved is essential.
A Glance Toward the Future
15

Thanks to the efforts and cooperation of
numerous partners, these young people
are equipped to embark on the challenge
of achieving their life goals.

Students and their parents are reassured
when facing the future and feel supported
in the process of transitioning from
school to independent living.
Members of the Comité régional TÉVA/Engagement jeunesse
2012-2013
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EDUCATION
HEALTH & SOCIAL SERVICES
Commission scolaire Marguerite-Bourgeoys
Commission scolaire de Montréal
Commission scolaire de la Pointe-de-l’Île
Direction régionale de Montréal du Ministère
de l’Éducation, du Loisir et du Sport
English Montreal School Board
Lester B. Pearson School Board
Regroupement des écoles privées en
adaptation scolaire
Agence de la santé et des services sociaux
de Montréal
Centre de réadaptation Lucie-Bruneau
Centre de réadaptation Marie-Enfant
CRDITED de Montréal
CSSS de la Pointe-de-l’Île
Office des personnes handicapées du
Québec
EMPLOYMENT
COMMUNITY ORGANIZATIONS
Action main-d’œuvre inc.
Direction régionale d’Emploi-Québec de l’Îlede-Montréal
SPHERE-Québec (Support à la personne
handicapée en route vers l’emploi au Québec)
AlterGo
Comité régional des associations en
déficience intellectuelle (CRADI)
Regroupement des organismes de promotion
du Montréal métropolitain (ROPMM)
Réseau alternatif et communautaire des
organismes en santé mentale de l’île de
Montréal (RACOR)
MUNICIPAL RECREATION SERVICES
OTHERS
Ville de Montréal
Engagement jeunesse Montréal
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Thank you for
your attention!