Question:

Dear Ms. Harvell, I am a new Transition Specialist in the bay area and would like to plan a Transition program for a student with Traumatic Brain Injury (TBI.) She experienced TBI at 16 and is now 19 and ready to move into an 18-22 Transition Program. Her injuries left her with difficulty controlling her behavior, periods of depression, and mild cognitive challenges. She has no functional use of the left side of her body, however, she can stand with some minimal support. Academically, she reads at the 6 to 7th grade level but she experiences bouts of frustration and apathy and then tends to give up. Her goal is to work as a cashier in a restaurant. I hope this is enough information for you to help me.

Thank you.

Answer:

Thank you for such a good question. There are numerous commercial tools available for developing appropriate, functional Individual Transition Plans (ITP) for students with disabilities. One that I find useful when talking with teachers in Transition Workshops is titled Individual Transition Plans by Paul Wehman. This is a revised edition of the 1995 publication and includes new ITP examples and individual case scenarios. It is published by ProEd, in Austin, Texas. Get more information on the book at http://www.proedinc.com/store/index.php?mode=product_detail&id=9336

Basically, the content of this publication focuses on the following areas:

Career and Economic Self-sufficiency

Career and Economic Self-sufficiency

Personal Competence

Student Career Preference(s)

Student's Major Transition Needs

With the exception of the last two areas, each section includes the following focus information:

I am sure you realize the unique challenges your student faces in terms of her ongoing physical disabilities, cognitive and psychological problems, and vocational aspiration. However, the framework described in the book will help you focus on the most important Transitions areas for your student. Be sure to gather information related to preinjury skills, motivation, vocational competence, and family support/attitude. Much of this information can be obtained from teachers, family, and others who know your student.

Let me know the outcome. Priscilla