Question:

I am a special education teacher in a small rural district. I am the only special day class teacher for students ages 15-22. I have a Community Based Instruction (CBI) on a high school campus. Since I get the students at age 15 or 16 I could potentially have them in the same program for seven years. I already have had a few students for five to seven years. With a caseload of 12-13 students and diversity in their levels it is very difficult to offer ALL students person centered transition planning. This is especially true for the students who have already spent four years on a high school campus and should be in a post secondary transition type class. Do you have any suggestions? Or do you feel it is appropriate for students to stay on a high school campus for six to seven years.

Answer:

First of all, thank you for a question that many special day class teacher face. You are absolutely correct in your assumption regarding the challenges you face with your student. Of course, the ideal setting would be for your students to transition to a post high school 18-22 transition program on a community college campus. From your question, it does not sound like a viable option for you. If this is true, then you have to look at alternative ways to view student-focused planning. To provide student focused planning for your students, you should be able to respond positively to most of the questions below; if you can't, include those items as part of your planning. Before responding to the questions, remember that collaboration with other program/specialist may alleviate some of your challenges, e.g., WorkAbility 1 Program services, District Speech and Language Pathologists, school/district staff.

How do I prepare my students for adulthood?
proactively addressing life skills within the curriculum
develop self-determination/self advocacy skills
assess and plan comprehensively for transitional needs
provide meaningful community-based experiences
assist families in dealing with the many adult services

How do I encourage families to become involved in their young persons transition?
discuss the demands of adulthood and the transition planning process
discuss their participation in the transition process
discuss their follow through on designated agency links/activities
discuss ways for them to seek assistance when needed
discuss ways for them to advocate for their children

How do I prepare my students to contribute to the transition process?
by identifying their own preferences and interests (using pictures if necessary)
by taking and interest in the process (at their ability to do so)
by participating on their transition IEP team
by following through on designated activities (community, life skills)
by knowing where and how to access supports and services (with parent/guardian)

How do I connect with adult service providers to create a seamless transition?
know what the demands and requisite skills needed in their particular settings or programs
provide this information to school-based personnel
offer accessibility and assistance to families

This type of student-focused transition planning requires a lot of time, effort and support/collaboration. You may never have all of the above in place. However, having the knowledge and motivation of what is important for your students who will eventually leave school and venture into the community, gives you the opportunity to make a difference in their lives. Your role continues to be one of providing your young adults with the knowledge, skills, supports and services that will enhance their lives and contribute to their experiencing some degree of personal fulfillment.

In conclusion, check out the excellent resources that should answer any unanswered questions. Good luck!