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Tate J.

Hedtke
SPED 609
Assignment #3
Standards #10
Cross Categorical Special Education/ Learning Disabilities
Middle Adolescence- Early Adulthood

Artifact Summary:
The following is a description of the transition of rights all students with an IEP must go through
as soon as they hit fourteen years of age. The transition process was established in order to help
students and families prepare for post-secondary education or the work force more smoothly than
without.
Wisconsin state law requires public school districts to provide education for students until

the age of 21. This is a large investment on the part of Wisconsin tax payers with one goal in

mind: to produce productive, responsible, and useful members of society and the American work

force. It takes extra work and time in order to prepare students with IEPs for the adult working

world than other students. Whereas regular education students typically create their goals and

post-secondary path with the help of families, special education students require extra attention

from staff according to law.

The transition process in Wisconsin begins at the age of 14 in the eyes of the state and the

IEP team, typically these students are freshmen in high school but can be in middle school as

well. The early goals of the transition process are to begin discovering what the students

strengths, goals, and needs are in order to begin directing their post-secondary life. Often times

it is very apparent if an individual will not be able to work, or will need to live in some sort of

assisted living group home, but these decisions are not made until later in the transition process.

The early stages are designed to be optimistic, and to drive a student early in their high school

education. The earliest procedure is to give an aptitude test and interest survey to give an

individual ideas about what they may be interested in after school.

These surveys are often performed by a guidance counselor, or in a life skills type class.

These tests can also be given at technical colleges or at any number of websites for free. The

four options that these surveys can point an individual towards are: supported employment,

competitive employment, military service, or post-secondary education. The first IEP performed

after a student has reached fourteen years of age is considered the first step in the transition
process and will result in a Present Level of Academic Achievement and Functional Performance

(PLAAFP). Included in this are the results of a survey regarding what the individual is capable

of doing in terms of independent living skills and future goals.

This PLAAFP (and subsequent for the duration of the transition process) will provide the

direction of the students academics. This PLAAFP as well as the I-8 (which is a special

document submitted to the DPI strictly regarding transitions and services of a student) are based

upon

the individuals childs needs, taking into account the childs strengths, preferences and

interests and includes instruction, related services, community experiences, the

development of employment and other post-school adult living objectives and when

appropriate, acquisition of daily living skills and functional vocational evaluation.

After the initial IEP, there are several different tasks both parents and teachers need to

take part in in order to successfully steer the individual in the proper direction. Teachers are

required by law to hold the yearly IEP meetings for the student, and to update the DPI on the

individuals changing interests and abilities. Students will continue to take interest surveys

throughout high school, and also will attend campus visits to both four year colleges and

technical institutes. This IEP will include any services the individual needs during high school,

but also ones that they will carry with them should they choose to attend post-secondary

education. Also, IEP teams should make note of any daily living skills the individual cannot

undertake by themselves and may need services for in the future.

Throughout high school, it is important for IEP teams to make note of all aspects of an

individuals academics, and services provided in the classroom in order to ensure the students

future success. If a student chooses to go to a technical institute or four year college or


university they are required by law to be offered similar services in order to ensure the students

success. Some of these services can include quiet testing environments, note takers, and extra

time for assignments. If a student does not have these services written into their IEPs in high

school based on an evaluation, it will be difficult to acquire these services in high school without

great cost. Evaluations are available to students once they reach post-secondary education, it is

not however paid for by the state like it is while the student is taking part in free and appropriate

education. These examinations must be arranged and paid for by the individual themselves.

The maintenance and monitoring process continues for the duration of the IEP. Changes

need to be made in the individuals instruction based on measurable data regarding academic

achievement as well as changes in post-secondary goals. Attention must be paid to the students

age, as they are responsible for their own IEPs and transition process once they reach eighteen

years of age. It is highly advisable to retain parents incorporation to the IEP process through the

permission of the student.

Upon graduation, an exit IEP meeting needs to be conducted along with a Summary of

Academic Achievement and Functional Performance (SAAFP). The SAAFP contains exactly

what the individual is capable of performing academically as well as their post-secondary goals.

This document also outlines which agencies the individual needs to contact in order to receive

services and participation in government programs and funding. This documentation is

necessary for the different agencies that provide services as proof of the students ability to

partake in them.

The transition process can seem tedious, but is a vital step towards providing the best

opportunities for students with disabilities. These are the students who all too often have poorly

developed self-advocacy skills and little self-esteem. An effectively implemented transition plan
will provide a student not only with the documentation they need to receive the services afforded

to them, but will hopefully provide students with the drive to go out and achieve to the best of

their abilities.

Citations:
1) Kallio, Ann. "Opening Doors to Post-secondary education and Training ." . Wisconsin
DPI, 1 Sept. 2012. Web. 15 July 2014.
<http://sped.dpi.wi.gov/files/sped/pdf/tranopndrs.pdfhttp://sped.dpi.wi.gov/files/sped/
pdf/tranopndrs.pdf>.
2) "A Guide to the Transition Process For Students with Disabilities." . Madison
Metropolitan School District, 1 Jan. 2010. Web. 15 July 2014.
<https://specialedweb.madison.k12.wi.us/files/specialed/Transition_Guide.pdf>.