| Transition services are defined as a coordinated set of activities for a student, designed within an outcome-oriented process, which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation (IDEA & 1342.12). |
Background
The purpose of the Transition Needs Assessment was to assess the status of transition preparation for students with disabilities in the Department of Defense Dependents Schools (DoDDS). The analysis of the responses will be beneficial in creating transition information sheets.
The Transition Needs Assessment was sent to the secondary special educators in the Department of Defense Dependents Schools in February 1999. Twenty-seven educators responded to the needs assessment. Two responses were incomplete and therefore not counted. The respondents are located in 9 districts: Hessen, Italy, Korea, Wurzburg, Turkey/Spain, Brussels, United Kingdom, Okinawa, and Japan.
The special educators provided the following background information: The number of students having Individual Transition Plans (ITPs) at given schools ranged from 0 to 42. The majority of respondents hold the position of teacher, learning impaired (LI), although some teaching positions are combined (e.g., teacher, communication impaired/ teacher, emotionally impaired and/or case study committee chair). Seven of the respondents work with students who have moderate/severe disabilities. All others work with students who have mild to moderate disabilities. Three educators presently work with students who do not have ITPs.
Summary of Findings
The following are the Transition Needs Assessment questions and
a summary of the findings. The comments section is a compilation of remarks
written by individual teachers.
1. What type of transitional planning and activities are presently being done for the students with whom you work?
The majority indicated that career exploration (24), self-advocacy training (21), social skills training (18) and job applications/resume writing (15) are activities presently being done with students. Some students have taken the School-to-Work Transition course. In one district, at exit transition meetings, they have had AAFES managers and Marine Corp recruiters in attendance.
Comments:
Throughout the questionnaire, many expressed concerns about the availability of vocational training classes and about the availability of job sites.
2. In which settings are ITPs being addressed?
The majority of respondents stated that ITPs are being addressed in Cooperative Work Experience (CWE) programs and in learning strategies classrooms. Over half responded that ITPs are being addressed in special and general education settings. A small percentage (22%) stated that ITPs are being addressed in vocational education settings. Four respondents replied that they currently have students enrolled in either the Preparation for School-to-Postsecondary Transition course or a Career Decision-Making class.
3. Who is presently involved in addressing the preparation needs of students prior to their exit from school?
Predominately, LI teachers and counselors are addressing the preparation needs of students prior to their exit from school. Over 50% responded that general education teachers and parents are currently involved in addressing the preparation needs. Approximately 33% responded that vocational educators, school psychologists, and the school nurse are involved as well. Many respondents indicated that speech therapists, behavior management specialists, consultants for students who have hearing and vision impairments, and medical personnel provide support on an as needed basis.
4. What are your greatest obstacles in providing for transition activities?
Competing demands for teacher time appears to be the greatest obstacle in providing for transition activities. Limited resources outside of school was checked by slightly more than 50% of the respondents, followed closely by the need for information and training.
Other obstacles:
The educators expressed concern about managing the transition process, which includes collaboration among teachers, students, parents and the community. They indicated that there is a need for training with both general and special education teachers.
5. To what extent are your students involved in transition planning? 1=all, 2=most, 3=some, 4=few, 5=none
The majority of respondents indicated that all students attend ITP meetings; most students speak and share ITP goals and objectives; some students assist in the development of goals and objectives; and none lead ITP meetings.
Comments:
Some teachers are working on student-lead IEP/ITP meetings. Others are working with 7th and 8th grade students who are just at the beginning stages with ITPs. Some feel that there is not enough time in the day to help their students develop their plans, to teach them to lead meetings and to talk about life after high school.
6. If you were to receive inservice training in the area of transition, in what areas would you like to receive information?
The four areas most frequently marked (at least by 50% of the respondents) were information about stateside agencies, transition materials, appropriate middle school instruction and self-advocacy instruction. Other areas that were marked by slightly less than 50% were vocational programming and assessment, exit plans, ITPs, postsecondary training opportunities, and IDEA ’97 as it relates to transition.
Other training/information:
One person commented that the school must see the importance of having special educators attend workshops with general education teachers and administrators.
7. What resources do you use to acquire ideas for implementing ITPs?
The majority stated that they use interest inventories to acquire ideas for implementing ITPs. Career education books, college handbooks/guides, community-based information and EXPAN were also frequently marked.
Other resources:
It was noted that the websites provides useful and current information.
8. Identify community-based job training sites utilized in your programs.
Over 50% stated they use childcare, clerical and food services as job training sites. The majority of students who are obtaining work experience are placed through the CWE program.
Other sites:
A few respondents remarked that there were not many CWE opportunities due to either lack of base support or due to a limited availability of jobs.
9. How would you rate the effectiveness of your school’s planning/support for students with disabilities in the area of transition?
The majority of respondents (58%) stated that their school’s planning/support for students with disabilities in the area of transition is somewhat effective, followed by 31% who replied their planning/support is not very effective and 12% who confirmed their planning/support for students with disabilities is very effective. It was noted that a program at a particular school could be better with more realistic job placements.
Seventy percent of the respondents replied that the need for further program development in the area of transition is a high priority. A couple of respondents replied that they have a very effective program and therefore do not need further program development, or they presently have students who do not have ITPs.
Comments:
Some felt that further program development might be limited due to the necessary resources available to them.
Summary and Future Directions
Although the small sample size may not be representative of all DoDDS secondary special educators, it is evident that there is a strong interest in continued efforts in the area of transition. It is apparent that teachers have effectively involved students in attending and participating in their own IEP/ITP meetings.
The special educators feel that there are a number of barriers to successful transition planning. Many of the respondents are living in isolated areas with limited work experience opportunities. Other barriers include time needed for other school activities, lack of appropriate transition materials, and lack of relevant vocational courses. Almost half would like more information and training in the area of transition.
Where do we go from here? One of the purposes of the survey was to identify areas of further training and information. It is my intent to post transition information sheets to the DoDEA Special Education web page www.odedodea.edu/special addressing some of your stated needs.
To those who responded, thank you so much for the time you took to complete this assessment.
Corinne Weidenthal
email: Shopmeister@yahoo.com
Transition Information Sheets
1. August 1999