Question:

I am a Speech and Language Pathologist and serve students between 14 and 18 years of age. In looking at the IDEA Transition Requirements for individuals 14-21, I cannot determine if I am responsible for providing Transition Language in my IEP's for students with a speech and/or language only IEP. It "feels" like a very gray area to me. Could you clarify and also offer strategies/interventions and resources you have found to be useful?

Answer:

This has, and continues to be a gray area for many Speech and Language Pathologist and other specialists working with students 14 years and older. The simple answer to your question is, yes. I am sure you are aware that IDEA 1990, and its reauthorization in 1997, assures that students 14 years and older have Transition language and services included in their IEP/ITP. Transition is to be addressed in the areas of instruction for students 14 years and at 16 years and older the inclusion of community experiences, development of employment and post-adult activities related services and if appropriate, daily living skills and functional vocational evaluation are added. See the website http://www.cde.ca.gov/spbranch/sed/trnsgde.pdf for additional information regarding Transition.

Although the law does not explicitly state "Speech and Language Pathologist" or "Resource Specialist" for that matter, as a Transition Trainer of Trainers, the law is saying yes to your question.

Now with all of the "legalize" out of the way, you need not be disheartened! For one thing, you are probably already providing Transition language and activities as part of the services you offer. There are, however, some suggestions for ways to enhance your program to meet IDEA Transition requirements.

First, you need to consider the following important tips if your goal is successful intervention:

• include the student in the selection of IEP goals
• collaborate with the student's general education teacher and parents/guardian
• use meaningful, age appropriate material based on the student's interests, abilities and needs
• speech and language target goals, e.g., language, articulation, voice goals, that bridge academic, social or vocational environments

Second, it is important to help the your students develop a basic self-knowledge base:
• by focusing intervention on the vocabulary of academics and/or work
• by completing and discussing learning styles surveys
• by completing and discussing the results of interest surveys (http://career.missouri.edu/holland/)
• by developing disability awareness (Disabilities Awareness websites for students http://www.iidc.indiana.edu/cedir/ and http://www.cqc.state.ny.us/disawhs.htm)
• by understanding their speech and language disabilities and how they affect social interactions with a wide array of individuals and/or settings
• by learning how to communicate this information to others
• by developing work-related skills and vocabulary/language of work
• by making sure their knowledge of study skills is adequate

Remember, at this age of involvement, the focus should probably be on teaching compensatory skills rather than remediation. Using these strategies to teach compensatory skills will help your students achieve the necessary speaking, listening, reading, writing and thinking goals important in their academic curriculum.

In conclusion, I refer you to a resource, Transition and School-Based Services: Interdisciplinary Perspectives for Enhancing the Transition Process (1999), edited by Sharon deFur and James Patton, published by ProEd in Austin, Texas. In chapter four, I discuss the concept of developing a student action plan in which the student explores his/her personal strengths, obstacles, steps toward goals, needed supports, and anticipated outcomes. Such planning, in collaboration with other key players, allows the student to work on specific speech and language goals, develop self-determination/advocacy skills, problem-solve, make decisions, and learn disability awareness. All of this can happen with your guidance and will allow you and your students to achieve meaningful IEP goals.

One last important tip: I am sure you realize that most adolescents do not like to be singled out for individual therapy in or outside the program. What should you do? REMEMBER to let them be a part of the decision-making process, i.e., goal development, scheduling, where therapy occurs, etc. Students can then practice their speech and language skills in the natural environment of the classroom, community or worksite (if applicable). Refer to Language Disorders in Older Students by Larson and McKinley (1995), published by Thinking Publications, Eau Claire, WI for more strategies.

I do hope this information is helpful and that you visit Ask a Specialist again. Oh! Tell your colleagues too!