TRANSITION SERVICES
Definition of Transition
Services
Coordinated Set of Activities
Must Include
Intent of Transition Services
Transition Requirements
IDEA Amendments of 1997
Status of Transition Services
How does Therapeutic Recreation
fit into Transition Programs?
Key Characteristics of
Leisure Transition Programs
Barriers to Leisure in Transition
Programs
Definition
of Transition Services
… a coordinated set of activities for a student designed
within an outcome-oriented process, that promotes movement from school
to post-school activities, including post-secondary education, integrated
employment, continuing and adult education, adult services, independent
living, or community participation
Coordinated
Set of Activities Must Include
instruction
the development
of employment and other post-school adult living objectives; and
if appropriate,
acquisition of daily living skills and functional vocational evaluation
Intent
of Transition Services
Emphasize
functional educational training
Instruct
in community based settings
Plan for
post-school life
Help students
and families make connections to services they will need after high school
Transition
Requirements IDEA Amendments of 1997
beginning
at 14 years of age or younger
written
in the Individualized Education Program plan
includes
student preferences and parental input
Status
of Transition Services
little
emphasis on leisure (vocational services are most important)
lack of
community experiences
little
collaboration between service providers (minimal awareness of Therapeutic
Recreation/Adapted Physical
Education among Special Education professionals)
How
does Therapeutic Recreation fit into Transition Programs?
Instruction
leisure
activity skills
social
skills
use of
assistive technology
reinforcement
of collateral skills (telling time, money skills, etc.) and/or ADL’s
Community experiences
increase
community participation opportunities
Employment
possible
exploration of vocational and career opportunities
Post-school adult living objectives
promote
balanced lifestyle
contribute
to overall independence
Key
Characteristics of Leisure Transition Programs
Student
directed
Parental
preferences solicited
Strategic
plans
Leisure
transition goals written in the IEP
Community-based
training opportunities
Formal
collaboration between TR/APE personnel as well as other SPED personnel
Interagency
collaboration
Barriers
to Leisure in Transition Programs
Lack of
perceived need
Lack of
recreation specialists
Lack of
procedural knowledge
 TRIPS
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