Transition from School to Adult Department of Mental Retardation ServicesTransition Focus Groups: Themes and Recommendations
“This transition is not just about services; it is about creating a life for my son.”
Transition is often described as the life changes, adjustments, and cumulative experiences thatoccur in the lives of young adults as they move from school environments to more independentliving and work environments. (Wehman, 2006) In 1994, the Council for Exceptional Children,Division on Career Development and Transition developed a definition that is still considered to be relevant today.
“Transition refers to a change in status from behaving primarily as a student to assuming emergent adult roles in the community. These roles include employment, participating in post secondary education, maintaining a home, becoming appropriately involved in the community and experiencing satisfactory personal and social relationships. The process of enhancing transition involves the participation and coordination of school programs, adult agency services and natural supports within the community.”
It is widely acknowledged that most young adults are concerned about what they will do after they finish high school. For some, the continuation of their academic experience will flourish in a post secondary educational environment, for many the ability to locate and secure a meaningful job is the key to independence and future economic success. It is essential for these young adultsto acquire the necessary vocational skills and abilities to attract industry and business leaders.Unfortunately, many young adults with disabilities leave high school lacking specific vocationalskills that lead to employment and anxiety about how to successfully integrate in to thecommunity.The 2004 Harris Survey on disability trends, commissioned by the National Organization onDisability (NOD, 2004) surveyed people with disabilities and showed that individuals withdisabilities are at a key disadvantage compared to other Americans in several key areas of lifeincluding:
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Only 35% of people with disabilities reported being employed full time or part time,compared with 78% of those who do not have disabilities;
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People with disabilities remain twice as likely to drop out of high school (21% versus10%);
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Three times as many people with disabilities live in poverty, with annual householdincomes below $15, 000 (26% vs. 9 %.)The President’s Commission on Excellence in Special Education (2005) has stated thatunemployment rates for working age adults with disabilities have hovered at the 70% level for atleast the past 12 years.These findings dictate that comprehensive training, development and technical assistance isnecessary to improve transition outcomes for all youth. Federal and special education legislationhave also directed increased attention to improving transition to ensure post school success.Federal Law IDEA (2004) states that transition services must be designed to be within a “results
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