YEARS
FAMILY AND SCHOOL
First year |
2
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3
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4
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5
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6
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7
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8
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9
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10
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11
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12
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13
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14
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15
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16
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17
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18
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19
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20
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21
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22
(During the years from birth
to 3)
(By age 3-5, or according to
developmental ability)
(By age 6-11, or according to
developmental ability)
(By age 12-15, or according to
developmental ability)
(By ages 16-18, or according
to developmental ability)
(By Age 18 and through adult
life)
Participate with early
intervention services in your
community
Participate in the planning,
development and implementation
of your child’s IEP
Help your child experience the
community using travel training/
Orientation and Mobility as
appropriate
Begin to help your child keep a
record of medical history, including conditions, treatments and
medications
Begin looking with your child for
adult health care providers and
financing
Act as a resource and support to
your child
Learn about the IFSP and the IEP
process and feel empowered to
participate
Begin helping your child to interact with people in service provider
roles
Keep a record of your child’s
medical history
Access input from assistive
technology team, if appropriate
Encourage your child to explore
his/her environment
Discuss emotions with your child
Help your child interact with
people in the community
Finalize health care financing and
transfer records with your child
Address guardianship two months
before 18th birthday. Child
assumes adult rights and responsibilities at age 18 (age of majority)
Consider family and child asset
management
Begin to help your child
identify and build on strengths
and explore career options
Check for eligibility for SSI the
month your child turns 18
Encourage your child to interact directly with doctors during
appointments
Discuss physical maturation and emotions with your child
Help your child to participate in paid and non-paid work experiences
Work together to provide opportunities for your child to develop time management skills
Allow your child opportunities for problem solving
TRANSITION TIMELINE
Begin teaching your child about his/her special needs Assess and build on your child’s understanding of his/her special needs
Attend transition fairs and roundtables to become educated on the transition process
Encourage your child to participate in support groups
Help your child to make friends Increase opportunities for social interactions
Help your child identify and be involved with peer role models
Participate in your child’s first person-centered planning before transition to preschool and review it annually
With your child begin transition planning as a part of the IEP process
Assign your child chores appropriate to ability level Take your child to your place of work; start asking, “What do you want to be when you grow up?” Provide opportunities for your child to work in groups
Use consistant daily routines to establish anticipation skills
Offer your child choices Encourage decision making by providing choices Allow your child to experience the natural consequences of behavior and choices
Learn as much as possible about your child’s special needs Explore organizations that focus on your child's disability or syndrome
Play with your child in a variety of ways, related to his/her preferences Expose your child to a variety of leisure activities Encourage and facilitate your child’s involvement in hobbies, recreation and leisure activities
Communicate with your child using auditory, visual and tactile cues Work together to develop a system of communication which may include the use of AT devices Increase number of communication partners
Early Intervention
Local School District/Special Education/504 accommodations/Extended School Year
SUPPORT AND SERVICES
Preschool
Supplemental Security Income (SSI) (based on eligibility)
APPLY
Medicaid card if on DSPD waiver or based on family eligibility
Medicaid medical card (based on individual’s assets)
SSI (based on individual’s assets)
Establish ongoing contact with the Division of Services for People with Disabilities (DSPD) Family Support / Respite / Supported Living / Residential / Supported Employment / Day Programs
APPLY FOR CHIP (Children’s Health Insurance Program) watch for open enrollment
Explore eligibility
First year |
2
|
3
|
4
|
5
|
6 | 7 | 8 |
9 | 10 | 11 |
12
|
13
|
14
|
15
|
16
|
17
Vocational Rehabilitation
|
18
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19
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20
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21
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22
Additional Supports Available
Contact Information
Access Utah 801-325-5823 www.accessut.state.ut.us
Allies with Families 800-829-8200/801-584-8284 http://health.utah.gov/cshcn
American Association of the Deaf-Blind (AADB) www.aadb.or
Assistive Technology Lab, USU 435-797-0699
Centers for Independent Living 801-538-7530/ 800-473-7530 www.usor.utah.gov/il.htm
Children with Special Health Care Needs (CSHCN) 801-292-2515 http://heath.utah.gov/cshen
Children’s Health Insurance Policy (CHIP) 888-222-2542 http://health.utah.gov/chip
DBLINK: National Information Clearinghouse on Children Who Are Deaf-Blind
800-438-9376 www.tr.wou.edu/dblink
Disability Determination Services (SSI Eligibility) 801-321-6500
Disability Law Center 800.662-9080 www.disabilitylawcenter.org
Division of Services for People with Disabilties (DSPD)
801-264-7620 www.hsdspd.state.ut.us
Division of Services for the Blind and Visually Impaired
801-323-4343 www.usor.utah.gov/dsbvi.htm
Division of Substance Abuse and Mental Health Community Centers 801-538-3939 www.hsmh.utah.gov
Forward Motion 801-536-3523
Guardianship Associates of Utah 801-533-0203/888-498-0203 Hearing, Speech and Vision Services, Dept. of Health 801-584-8215 www.health.utah.gov/cshcn/hsvs/
Helen Keller National Center for Deaf-Blind Youth and Adults (HKNC) 516-944-7302 www.helenkeller.org/national
Hilton/Perkins Program - Perkins School for the Blind http://www.perkins.pvt.k12.ma.us/
Interagency Coordinating Council www.babywatch.org/ICC/Introduction_page_1.htm
Medicaid 800-662-9651 http://health.utah.gov/medicaid
National Family Association for Deaf-Blind (NFADB)
800-255-0411 http://nfadb.org/
Office of Public Guardian 801-538-8255 www.dhs.utah.gov/pdf/hot-tips.pdf
Planned Parenthood Association of Utah (Maturation programs) 800-627- 9558 www.plannedparenthood.org/utah/real-life-real-talk.htm
Retired VIPS (Visually Impaired Persons) 801-585-2213
Robert G. Sanderson Community Center for the Deaf
800-860-4860 www.deafservices.utah/gov
Salt Lake County Parks and Recreation 801-468-2299 www.parks-recreation.org
SibShop
www.thearc.org/siblingsupport/sibshops-directory.shtml
Social Security Administation 800-772-1213 www.ssa.gov
State Family Council 877-352-2221
The ARC of Utah 801-364-5060 www.arcutah.org
Ticket To Work 801-524-4145 x 3883/801-538-7590
Utah Assistive Technology Foundation 800524-5152 www.uatf.org
Utah Cares www.utahcares.utah.org
Utah Center for Assistive Technology (UCAT) 888-866-5550/ http://www.usor.utah.gov/ucat
Utah Collaborative Medical Home Project 801-584-8584 http://medhome.med.utah.edu
Utah Department of Health Baby Watch Early Intervention Program
801-961-4226 www.utahbabywatch.org
Utah Developmental Disabilites Council 801-533-3965 www.gcpd.org
Utah Industries for the Blind 801-269-0314
Utah Parent Center 801-272-1051 www.utahparentcenter.org
Utah Schools for the Deaf and the Blind, Deafblind Division
801-629-4732 www.usdb.org/departments/DeafBlind
Utah State Office of Education (USOE) 801-538-7500 www.schools.utah.gov
Utah State Office of Rehabilitation (USOR) 801-538-7530 www.usor.utah.gov
Utah State University Center for Person’s with Disabilities
435-797-1981 www.cpd.usu.edu
Utah Transit Authority/Paratransit 801-566-2334 www.rideuta.com/paratransit/
WorkAbility (Medicaid Work Incentives) 877-246-9675 www.workabilityutah.org
Transition Timeline
For Children and Adolescents with Deafblindness and/or Severe Disabilities
Children and families experience many transitions, large and small,
over the years. Three predictable transitions occur:
1. When children reach school age.
2. When they approach adolescence.
3. When children move from adolescence to adulthood.
Other transitions children make include moving into new programs,
working with new agencies and care providers, and making new friends.
Transition involves changes, adding new expectations, responsibilities,
or resources, and letting go of others.
As a parent of a child with
deafblindness or other severe disabilities you may be caught up in dayto-day survival. You may ask,
“How can I think about tomorrow when I’m just trying to make it through today?” But when those moments come, when you can catch your breath, it may be helpful to be aware of those transitions and allow
yourself to think about the future.
The Transition Timeline for Children and Adolescents with Deafblindness and/or Severe Disabilities may
help you think about the future. We hope this timeline will give you ideas to help your child achieve independence as you face the transitions ahead of you.
Adapted by Utah’s Deafblind Project, Transition Task Force.
Sources
Intermountain Collaborative Resource Center. “Transition Timeline
for Children and Adolescents with Special Health Care Needs.”
Bloomberg, R. & Petroff, J. (2003, April). Quality Indicators for
Transition Service - A Tool for Self Assessment and Program
Development. Presented at NTAC Topical Workshop, Transitioning to
a New L(Attitude), San Antonio, Texas.
Petroff, J. (2003, April). Comprehensive Transition Protocol.
Presented at NTAC Topical Workshop, Transitioning to a New L(Attitude), San Antonio, Texas.
For more information and additional copies please contact:
Deafblind Division, 742 Harrison Boulevard, Ogden, UT 84404, 801-629-4732,
Toll Free 1-800-990-9328, TDD 801-629-4701.
Developed by Utah’s Deafblind Project and funded through the U.S. Department of Education, OSERS, Special Education Programs, Grant Award No.
H326C030012. This Timeline can be reproduced for educational purposes only.
The timeline can be found at
http://www.usdb.org/db/db/trainingandtechnicalassistance.html