Articulating Roles and Responsibilities in the Transition Planning Process: A Practice Aimed at Figuring Out How to Work Together
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It is clear that the intention of the Individual with Disabilities Education Act require both the Education Agency and the Vocational Rehabilitation Agency (VESID, in New York State) to jointly participate in the development of transition plans for students with disabilities as they prepare for employment after high school. Yet, we find certain barriers to school and vocational rehabilitation (VR) collaboration, such as: poor or inaccurate perceptions of vocational rehabilitation; and conversely of schools and youth in transition by VR staff; as well as nonexistent or ineffective procedures to support collaboration between district and VR staff. This brief will highlight specific steps and strategies designed and implemented by a regional workgroup to remedy these barriers. Transition Articulation Agreements has improved procedures and communication among the partners. This brief will review the specific barriers faced, and interventions taken to remove barriers and create measures of success.
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2004-05-01
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children; college; connecting activities; education; elementary school; Free and Appropriate Public Education; General Education; heal; high school; Inclusion; junior high school; learners; middle school; Postsecondary Education; recuperate; rehabilitate; rehabilitated; rehabilitating; rehabilitation; Rehabilitation Act; rehabilitative; school to work; school-based learning; schools; Secondary Education; self-determination; Special Ed; special education; special education; students; students with disabilities; Supported Education; teachers; therapy; transition; Transition; Transition Planning for Youth; EDIcat7-TPY; transitional; transitioning; treatment; university; vocational rehabilitation; work-based learning; youth; collaboration
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