three jobs to complete please, all the same class
Outside Agencies & Transition Services
Outside Agencies & Transition Services
Focus: Understanding how schools partner with agencies to support transition services and long-term outcomes for students with disabilities.
Readings & Resources
Required:
·
IRIS Center Module: Secondary Transition
(Highly interactive—covers IDEA requirements, agency involvement, and transition planning)
·
Special Education Transition Planning
·
What All Youth Need to Successfully Transition into Adulthood (click on text for link)
·
Office of Disability Employment Policy
·
GUIDEPOSTS FOR SUCCESS: QUALITY YOUTH TRANSITION SERVICES
·
National Collaborative on Workforce and Disability (NCWD)
1.
Transition Case Response + Resource Bank
Instructions:
1.
Review the following fictional case:
Case: Miguel is a 16-year-old student with autism and limited communication skills. His parents speak primarily Spanish and are unsure about postsecondary services. The school wants to invite adult service providers to the next IEP meeting, but the family hasn’t responded to past transition surveys.
2. Write a
2 page response addressing:
· Two actions the team should take to engage Miguel’s family
· How cultural and language barriers could be affecting their lack of response to surveys
· What agencies should be invited to the meeting, and why
Then, create a
Transition Resource Bank listing at least 3 agencies or resources (real or hypothetical) that support youth with disabilities in work, education, or independent living.
2. Discussion Prompt
You are planning an IEP meeting for a 10th grade student with an intellectual disability. Their family is worried about life after high school.
What agencies should be invited to the meeting, and how would you explain the role of each one to the family?
How can schools ensure transition services are culturally and linguistically appropriate?
3. Peer replies below
Grace post – When it comes to planning out an IEP meeting for a 10th grade student who has an intellectual disability, it is crucial that agencies are included to help support their transition to adulthood. Some key partners that should be included would be Vocational Rehabilitation Services (VRS), County Developmental Disabilities Services, and Postsecondary Representatives. VRS allows students to have to option to explore through different career and gain skills that will be beneficial for their future job(s). County Developmental Disabilities Services forms a connection with the families to case management, supports for independent living, and housing. Postsecondary Representatives can discuss with the family about training and different college options for the student. Schools can also choose to invite a mental health provider and/or family advocacy organizations to help guide the families through the transition process.
In order to make sure that each transitional service is linguistically and culturally appropriate, schools should make sure to use interpreters who are qualified, collaboration with cultural liaisons, and translated/bilingual materials. Listening to what the family values, involving them as key partners, and building the family’s trust are all ways that the family can feel valued and respected during the decision making process. If this is all incorporated, the planning will reflect the student’s and family’s main goals.
Samantha post- When planning an IEP meeting, an agency that I would invite to the meeting that could help with life after high school for a student with a disability would be Disability Hub MN. This agency offers key supports for families of a child with a disability who is transitioning into the life of adult hood and they can share their fears and different questions they may have about what this transition will look like. This agency also has different programs and services that you can look through that will best fit your child’s life as they transition into adulthood. Another agency that I would invite to this IEP meeting would be Vocational Rehabilitation Services, and they are part of the Employment and Economic Development of the Minnesota Government. This agency helps families prepare for and also find and seek different jobs, and helps them live as independently as they possibly can.
How schools can make sure that transition services are culturally and linguistically appropriate is by making sure that all of this information is being translated for them into their home language, so they can fully understand it and what the agencies can provide for them and their child. I would also make sure that a translator is present so that the family is guaranteed to understand what is going on, and if they don’t, then there are options available for them to ask the questions they need to, without the fear of no one being able to understand them.
