Website: Adult Education & Training Transition Services Program

Link

http://www.thearcofloudoun.org

Description

The Adult Education and Training Transition Services program focuses on teaching and supporting adults in vocational skills, independent living skills, behavior strategies, and self-advocacy. Transition Services seek to teach adults job skills needed in the community, on campus, as well as supporting them on job sites within the community. The Transition Services program will also train and support families, employers, and caregivers (such as group home staff) to help individuals remain independent and productive in the community. The on-campus vocational training area is used to train and prepare students for off-site employers in the areas of retail, mail delivery, data entry, computer lab, filing, and craft construction. Campus employment training includes job coaching, social skills support, and training for students in the Launch program (ages 14-22). Once students have completed the on-campus training, they are assisted at a community job site with decreasing support, establishing independent employment, and working toward employment for compensation.

Source

Submitted by The Arc of Loudoun.

Website: School-to-Community Transition Project

Link

http://www.thearcofracine.org

Description

The goal of our project is to raise expectations and increase knowledge and skills for students with disabilities, parents, and others. This includes increasing knowledge and skills about transition, self-advocacy, self-determination, and self-directed supports. Public awareness and educational activities of this project include a series of informational sessions for parents of students (14-21 years); direct mailing to area businesses; as well as a series of training programs available to students (14-21 years) around disability law, IEP’s, self-advocacy, and self-determination. In addition, the project will provide one-to-one assistance to participants (between the ages of 17-21 with I/DD) in the use of MAP (Making Action Plans) or other similar plans to determine each student’s strengths and interest; review the current IEP to ensure it has identified the strengths of the student as well as reviewing the student’s goals; and to provide training on post-secondary education, self-advocacy, self-determination, career information, best practices, etc.

Source

Submitted by The Arc of Racine County.

Website: Transition to Community

Link

http://www.arcmn.org

Description

The Arc of Minnesota is developing a student centered “Transition to Community” program as a key component of The Arc Academy of Advocacy & Support. The program’s intent is to increase student and parent knowledge and effectiveness in the areas of the special education system, transition planning, self-determination, self-advocacy, career awareness, and guardianship. The program includes a comprehensive package of curriculum, tools, and materials that focus on career awareness & exploration; self-determination; transition planning; parental involvement; and interagency collaboration. As part of the project, the program will be piloted and implemented through local Arc chapters in Minnesota, so that students and parents in communities across Minnesota have opportunities to increase their chances for a successful transition to the community. A series of “Train-the-Trainer” sessions that provide local Arc chapter staff opportunities to fully understand the “Transition to Community” curriculum, tools, and materials so that they can effectively and successfully implement the program at the local level.

Source

Submitted by The Arc of Minnesota.

Website: Community Action Network (CAN) Project

Link

http://www.arcvc.org

Description

The purpose of the Community Action Network (CAN) project is to provide transition age youth an opportunity for a time limited, comprehensive, and inclusive post-secondary experience that includes educational, vocational, and social opportunities. At its core, this project integrates best practices, such as person-centered thinking and self determination, as the guiding principles and actions that assist individuals to achieve greater influence, independence, and control as they transition into adult life. This multi-disciplinary style and multi-learning approach meets the student where their strengths lie and accommodate barriers in a multitude of strategies.

Source

Submitted by The Arc of Ventura County.

Website: Life After High School

Link

http://www.thearcolc.org

Description

The Arc, Oneida-Lewis Chapter provides a one-year program for youth with significant disabilities who are in their last year of high school and are expected to graduate or exit high school following completion of the project year. The student is exposed to a world of new and continued learning opportunities both on a college campus and in the community so they gain the skills and confidence to function as independently as possible, once they leave the supports they are entitled to in high school. Following assessment and training, the individual leaves the program with a written plan that includes action steps that move them through their transition from high school to work and adult living. It was developed to help youth with disabilities, their families, and the professionals who work with them to meet the challenge that transition from the secondary school system brings. Information and resources are made available to the individuals as they execute their plan. They are taught the skills of self-determination and self-advocacy. The students in the project are introduced to the adult service systems and natural supports that can assist them with seeking post-secondary training, employment, and services such as transportation assistance and independent living.

Source

Submitted by NYSARC- The Arc Oneida-Lewis Chapter.

Website: School-to-Community Transition Project

Link

http://www.wecahr.org

Description

The transition piece from school to community is one that involves many different components and therefore merits the involvement of various agencies and providers. Activities include advocating for the involvement of necessary providers and services while serving as a consistent resource throughout the life of the partnership or agreement. We will do this by creating a specific and purposeful plan for the client that will outline goals and steps to ensure the client achieves a successful transition.

Source

Submitted by Western Connecticut Association for Human Rights.

Website: Self-Directed IEPs

Link

http://www.thearctn.org

Description

The Arc of Tennessee is providing self-directed IEP training to students, educators, and families who are involved in the secondary transition planning process. Typically developing peers are also trained to help co-facilitate meetings with students who need additional support. The purpose of the project is to teach students how to do their own IEP meetings and to teach parents, educators, and typically developing peers (where appropriate) on how to support them in this process. Self-directed IEPs are not common practice in Tennessee and will provide educators with a new tool that will help improve secondary transition outcomes for students receiving special education services.

Source

Submitted by The Arc of Tennessee.

Website: Community Transition Partnership

Link

http://www.rensselaerarc.org

Description

With self-determination as the cornerstone of this project, young adults with disabilities utilize person-centered planning to direct the course of their own life while surrounded by people that know and care about them. A variety of person-centered planning tools are utilized including the Framework for Planning which provides a structured approach to helping people with disabilities think about their life focus, develop a positive profile, and an action plan to achieve their goals.

Source

Submitted by NYSARC – Rensselaer.

Website: Creating Environments for Ongoing Success

Link

http://www.arcphiladelphia.org

Description

The Philadelphia ARC’s transition program focuses on student-focused planning and transition goal development; career exploration and natural environment learning. The belief is that, people with disabilities can be capable employees if skills and interests are matched and appropriate education and supports are provided. Students are referred and must demonstrate a commitment to being employed. Person centered planning is facilitated and transitional goals are developed. Short-term competitive employment situations are used to transition to longer term vocational opportunities. Training of job site staff is provided to assure that the staff is comfortable with issues of disability and employment.

Source

Submitted by The Arc of Philadelphia.

Website: Project Employ

Link

http://www.arcoregon.org

Description

Project Employ training provides participants with person-centered employment planning strategies, identifies their roles as professionals, gives participants the opportunity to better understand the difference in service deliveries among agencies, and a chance to share ideas that will provide greater success for transition students to obtain employment. In addition, two full-day Person-Centered Employment Planning Workshops are conducted each school year, whose primary design is to help students and parents develop an initial draft of a Person-Centered Plan. Students are matched with peer mentors from Emerging Leaders Northwest (ELNW) for on-going technical assistance and support related to employment and education goals. Parents benefit from technical assistance and resources provided by Family and Community Together (FACT). Professionals are supported with technical assistance through direct interaction with Project Employ staff and technical assistance support contractors.

Source

Submitted by The Arc of Oregon.