Re: Older Teenage Boys with Aspergers??

[Guest guest]

Do we have the same son? <g>

One thing we have in our local area is ARC, which helps dev. delayed adults

find jobs and such. We're also thinking seriously about some kind of online

schooling after graduation.

Maybe some classes dealing with computers, where he could work for a computer

repair place. That's the type of job where he would have some social

interaction, but not an overwhelming amount.

Does your son have any strong interests (like computers) that could be

advanced thru online classes?

One good thing about where we live (Calaveras County, CA) is that there is a

very strong support system from the local businesses. They welcome these kids

with open arms and are very accomodating. Perhaps you could speak to some of

the small business owners about hiring your son to do restocking, etc.

Good luck!

Pat-Mom to Josh and Sara (17 yo and 14 yo, both AS)

poodle1947 <poodle1947@...> wrote:

Hi - I'm looking for input on our 17 yr old. He'll finish high school

in June 2008, and we have no idea what to do with him. So far, he's

been unsuccessful at trying to find work (he 'failed' the walmart

judgment questions in his interview). Although he is making it

through high school, college seems a stretch. He still needs to be

reminded to do the simplest task = the social graces are

incomprehensible to him.

We live in a small town and are concerned that we will not be able to

get him the services he will need, or even qualify for services,

because his i.q. is too high. Any suggestions???

Mara

[Guest guest]

Mara, if you let me know what state you are in I could try to recommend some

options for your son. Pam

************************************** See what's free at http://www.aol.com.

[Guest guest]

Vocational REhab, the school should be able to contact them. My 18 yo are going

through the eval process now. They test them and find out what their strengths

are and will help them find a job with supports or even help send them to school

if there isn't one in your area that suits your son. I live in a small town

too.. It is a developemntal disorder so aspergers does qualify. My kids have

high iq.s too but one has quit school ( no support there) and the other is

hanging on by a thread...look up the vocational rehab in your

state..http://www.vocrehabga.org/

( ) Older Teenage Boys with Aspergers??

Hi - I'm looking for input on our 17 yr old. He'll finish high school

in June 2008, and we have no idea what to do with him. So far, he's

been unsuccessful at trying to find work (he 'failed' the walmart

judgment questions in his interview). Although he is making it

through high school, college seems a stretch. He still needs to be

reminded to do the simplest task = the social graces are

incomprehensible to him.

We live in a small town and are concerned that we will not be able to

get him the services he will need, or even qualify for services,

because his i.q. is too high. Any suggestions???

Mara

[Guest guest]

Home Depot has a program called Ken's Kids. Not all of the stores have

it. But it's supported employment for adults with disabilities. Try

talking to Walmart again, but explain to them that he is disabled.

They do hired disabled adults, in certain positions.

Meira

>

> Hi - I'm looking for input on our 17 yr old. He'll finish high

school

> in June 2008, and we have no idea what to do with him. So far, he's

> been unsuccessful at trying to find work (he 'failed' the walmart

> judgment questions in his interview). Although he is making it

> through high school, college seems a stretch. He still needs to be

> reminded to do the simplest task = the social graces are

> incomprehensible to him.

>

> We live in a small town and are concerned that we will not be able to

> get him the services he will need, or even qualify for services,

> because his i.q. is too high. Any suggestions???

>

> Mara

>

[Guest guest]

>

PATRICIA:

>

>

> My god - I just wrote you a looooong letter and pressed the wrong

button and poof it was gone. Can't believe I just did that. I'll

try for a short one this time.

First let me thank you for the response. Maybe we do have the same

son. Marcus is a Junior. He has no real friends, but thinks everyone

is his good friend. He " s the " weird kid " at his school.

We still have to remind him to shower, brush his teeth and use

deoderant. His grades are good in science and history. Engish he

hates - he ca't stand fiction - just likes concrete facts. He has a

great memory for detail and can recite 1000s of facts about

dinosaurs, space and insects. He has almost no analytic ability -

took us years to make him understand that all tv commercials are not

true, and that cartoons are animation - not real. Marcus believes

what he hears.

Before we knew what AS was, he would go out to play and not remember

to come home - scary. His Wal-mart interview was humorous from our

point of view, but probably frightening from theirs. One of the

first questions he was asked was, " What would you do if an employee

made you angry? " Marcus' response: " You don't want to know - you

really don't want to see that. " The look on the interviewer's face

was priceless.

It really is frightening to try to figure out where he will fit in

as an adult. Can he live on his own? Where will he live? Who will

monitor him when we are no longer around?

We live in a very small town in Colorado - the big 'city' is 20

miles away with a population of 20,000. Denver is 330 miles away,

on the other side of the Rockies.

Thanks again, Mara Mazur

>

>

>

>

[Guest guest]

--- Pam - We're in the western part of Colorado - far away from any

cities over 20,000. Our major issue is trying to figure what he's

going to do and where he's going to live as an adult. Mara

[Guest guest]

PATRICIA:

>

>

> My god - I just wrote you a looooong letter and pressed the wrong

button and poof it was gone. Can't believe I just did that. I'll

try for a short one this time.

First let me thank you for the response. Maybe we do have the same

son. Marcus is a Junior. He has no real friends, but thinks everyone

is his good friend. He " s the " weird kid " at his school.

We still have to remind him to shower, brush his teeth and use

deoderant. His grades are good in science and history. Engish he

hates - he ca't stand fiction - just likes concrete facts. He has a

great memory for detail and can recite 1000s of facts about

dinosaurs, space and insects. He has almost no analytic ability -

took us years to make him understand that all tv commercials are not

true, and that cartoons are animation - not real. Marcus believes

what he hears.

Before we knew what AS was, he would go out to play and not remember

to come home - scary. His Wal-mart interview was humorous from our

point of view, but probably frightening from theirs. One of the

first questions he was asked was, " What would you do if an employee

made you angry? " Marcus' response: " You don't want to know - you

really don't want to see that. " The look on the interviewer's face

was priceless.

It really is frightening to try to figure out where he will fit in

as an adult. Can he live on his own? Where will he live? Who will

monitor him when we are no longer around?

We live in a very small town in Colorado - the big 'city' is 20

miles away with a population of 20,000. Denver is 330 miles away,

on the other side of the Rockies.

Thanks again, Mara Mazur

[Guest guest]

OK

Poodle 1947

you a poodle lover?? I Have four..!! Including our honorary tripod mascot here

in the group!! Do you have some??

I love poodles!!

Re: ( ) Older Teenage Boys with Aspergers??

PATRICIA:

>

>

> My god - I just wrote you a looooong letter and pressed the wrong

button and poof it was gone. Can't believe I just did that. I'll

try for a short one this time.

First let me thank you for the response. Maybe we do have the same

son. Marcus is a Junior. He has no real friends, but thinks everyone

is his good friend. He " s the " weird kid " at his school.

We still have to remind him to shower, brush his teeth and use

deoderant. His grades are good in science and history. Engish he

hates - he ca't stand fiction - just likes concrete facts. He has a

great memory for detail and can recite 1000s of facts about

dinosaurs, space and insects. He has almost no analytic ability -

took us years to make him understand that all tv commercials are not

true, and that cartoons are animation - not real. Marcus believes

what he hears.

Before we knew what AS was, he would go out to play and not remember

to come home - scary. His Wal-mart interview was humorous from our

point of view, but probably frightening from theirs. One of the

first questions he was asked was, " What would you do if an employee

made you angry? " Marcus' response: " You don't want to know - you

really don't want to see that. " The look on the interviewer's face

was priceless.

It really is frightening to try to figure out where he will fit in

as an adult. Can he live on his own? Where will he live? Who will

monitor him when we are no longer around?

We live in a very small town in Colorado - the big 'city' is 20

miles away with a population of 20,000. Denver is 330 miles away,

on the other side of the Rockies.

Thanks again, Mara Mazur

[Guest guest]

Mara, you need to contact vocational rehab in your state. There should be a

counselor assigned to your area. Vocational Rehab can help a student get

training to be able to work and/or provide a job coach and many other things.

Also, please see the other article about Transition below. If your son has an

IEP, a Transition Plan should be part of the discussion every time you have an

IEP meeting from the time the student is 14 years old. You may want to

request a vocational assessment which the school and voc rehab would be

responsible

for setting up and paying for. An assessment would give indepth information

about what your son's interests and skills/strengths are. Pam

_Transition and the IEP_

(http://www.flse.net/flsupportedemp/transitioniep.html)

STATE VOCATIONAL REHABILITATION AGENCY

Huerta, Director

Division of Vocational Rehabilitation

Department of Human Services

110 16th Street, 2nd Floor

Denver, CO 80202

(303) 620-4153

(http://www.autism.org//temple/transition.html)

************************************** See what's free at http://www.aol.com.

[Guest guest]

The four areas listed below have to be addressed begining from the time a

student is 14 via the IEP (Transition Plan). Pam

" Transition Services " means a coordinated set of activities for a student

with a disability, designed within an outcome oriented process, that promotes

movement from school to post-school activities, including, but not limited to,

postsecondary education, vocational training, integrated competitive employment

(including supported employment), continuing and adult education, adult

services, independent living, or community participation. The coordinated set of

activities must be based on the individual student's needs, taking into account

the student's preferences and interests, and shall include needed activities in

the following areas:

1. instruction;

2. community experiences;

3. the development of employment, and other post-school adult living

objectives; and

4. if appropriate, acquisition of daily living skills and functional

vocational evaluation.

************************************** See what's free at http://www.aol.com.

[Guest guest]

Mara, you may also want to contact your local Parent Information Training

Center for more information about the transition process. Pam

PARENT TRAINING AND INFORMATION PROJECT

Judy Martz & Barbara Buswell, Co-Directors

PEAK Parent Center, Inc.

6055 Lehman Drive, Suite 101

Colorado Springs, CO 80918

(719) 531-9400; (800) 284-0251 (In CO and TT)

E-mail: _PKPARENT@..._ (mailto:PKPARENT@...)

************************************** See what's free at http://www.aol.com.

[Guest guest]

Pam - thanks for your reply - the main issue that we're trying to

deal with is not so much what he can do but can he qualify for

special services and some type of monitored living arrangements?

His success in school and relatively high i.q. hurts him in terms of

qualifying. The funny thing is that there is very little he can do

in terms of actual living without assistance. He's still waiting

for the world to change for him.

His main issues are social - he just doesn't get people, and they

certainly don't get him, in terms of having conversations that make

sense. Last week he was watching an episode of 'Crocodile Hunter'

on TV and my husband said, " Oh look, it's the Crocodile Hunter - how

sad. "

Marcus replied, " Don't worry, Dad - this was filmed BEFORE he died. "

(as opposed to After???)

All conversations are stilted in this manner.

>

> Mara, you need to contact vocational rehab in your state. There

should be a

> counselor assigned to your area. Vocational Rehab can help a

student get

> training to be able to work and/or provide a job coach and many

other things.

> Also, please see the other article about Transition below. If

your son has an

> IEP, a Transition Plan should be part of the discussion every time

you have an

> IEP meeting from the time the student is 14 years old. You may

want to

> request a vocational assessment which the school and voc rehab

would be responsible

> for setting up and paying for. An assessment would give indepth

information

> about what your son's interests and skills/strengths are. Pam

> _Transition and the IEP_

> (http://www.flse.net/flsupportedemp/transitioniep.html)

> STATE VOCATIONAL REHABILITATION AGENCY

> Huerta, Director

> Division of Vocational Rehabilitation

> Department of Human Services

> 110 16th Street, 2nd Floor

> Denver, CO 80202

> (303) 620-4153

>

> (http://www.autism.org//temple/transition.html)

>

>

>

> ************************************** See what's free at

http://www.aol.com.

>

>

>

[Guest guest]

Hi, my 18 yr old Aspie will start at the community college this fall.

He also does well in school, high iq, and probably will do OK with

college, grade-wise, but I do worry about the workload (or study

load?).

I'm hoping maybe we can get him into some work-study type situation

there too, to get him some " work experience. "

I think he does better these past years with conversation but he is

still on the " outside " with no friends. Peers are nice to him but

it's his knowing what to say back that is a problem and he has

become " shy " because he knows he doesn't know what to say (if that

makes sense).

Luckily I work near the college so plan to drop him off (small area,

no bus service) there each a.m. Hope this works out, will just have

to make it work! No license yet but we will work on that this

summer. And even if he gets it, I just dunno about his actually

driving alone.

Well, no help but wanted you to know you are not alone. I also worry

about life skills/living alone and am working on that a bit at a time

now with what he needs to learn and be able to do.

single mom, 3 sons

, 18, with OCD, dysgraphia and Aspergers(mild)

>

> Hi - I'm looking for input on our 17 yr old. He'll finish high

school

> in June 2008, and we have no idea what to do with him. So far, he's

> been unsuccessful at trying to find work (he 'failed' the walmart

> judgment questions in his interview). Although he is making it

[Guest guest]

I just read this yesterday in my " Who's IDEA is This " booklet and I'll be

honest, I don't understand any of it. I'm still fairly new to IEPs so I

still have trouble understanding it sometimes and my oldest is 14 now and we

ll have his IEP meeting soon. Doesn't it also require that the student be

asked to the meetings once they're 14? I probably sound dumb lol but I just

don't get a lot of this.

-Jenn, AEP (ADD, Bi-Polar, Anxiety/Depression)

Proud Momma of Cory Albert (14yrs ADHD), h Dawn (12yrs

Anxiety/Depression)

and Jerry Lee " Trey " (9yrs ADHD, Bi-Polar, Asperger's)

-- Re: ( ) Older Teenage Boys with Aspergers??

The four areas listed below have to be addressed begining from the time a

student is 14 via the IEP (Transition Plan). Pam

" Transition Services " means a coordinated set of activities for a student

with a disability, designed within an outcome oriented process, that

promotes

movement from school to post-school activities, including, but not limited

to,

postsecondary education, vocational training, integrated competitive

employment

(including supported employment), continuing and adult education, adult

services, independent living, or community participation. The coordinated

set of

activities must be based on the individual student's needs, taking into

account

the student's preferences and interests, and shall include needed activities

in

the following areas:

1. instruction;

2. community experiences;

3. the development of employment, and other post-school adult living

objectives; and

4. if appropriate, acquisition of daily living skills and functional

vocational evaluation.

************************************** See what's free at http://www.aol.com

[Guest guest]

Transition age: from what I've read, and I just did a quick google

search for info, the age is now 16 and not 14. The first IEP at age

16 is when you do it, the way I read it:

" Transition

Congress made extensive changes to the legal requirements for

transition. IDEA 97 required " a statement of transition services

needs " (beginning at age 14) and " a statement of needed transition

services for the child " (beginning at age 16). The statement of

transition services needs at age 14 was eliminated.

Under IDEA 2004, the first IEP after the child is 16 (and updated

annually) must include:

" …appropriate measurable postsecondary goals based upon age

appropriate transition assessments related to training, education,

employment, and, where appropriate, independent living skills … and

the transition services (including courses of study) needed to assist

the child in reaching these goals. (Section 1414(d)(1)(A)) "

http://www.wrightslaw.com/idea/art/iep.roadmap.htm

[Guest guest]

yes students should be encouraged to attend their IEP meeting and participate

(even for a short period). At 14, they should be " formally " invited. My 10

year old attended his first IEP meeting a few weeks ago. Pam

************************************** See what's free at http://www.aol.com.

[Guest guest]

yes for that most part that is accurate. In my state, and some others,

it is still 14. We will keep it there as long as possible. Pam

************************************** See what's free at http://www.aol.com.

[Guest guest]

Jenn,

Don't feel bad... I've been around for a looong time ( in the AS

community and this board) and this one got me too. No too much

advise around besides " reading " the.....

I too have a 14 Y/O and for the first time got an advocate this

year. I postponed my " transistion/IEP " meeting to wait for one.

Feel free to email me off line (and anyone else with a teen)and I

will share what ever information I have that you may need ( and

that I understand) so far). MY son will be at the meeting ( it is

required) and so far my plan is to copy all his grades, (our school

district gives internet access to them)any papers, exams and bring

them otherwise you have to depend on the school to bring what they

feel is appropriate. Bring a list/note from my son as to what " HIS

goals are " for High school, college and beyond in his words.. not

mine or the schools.

Beyond that.. I still working on it.

in NJ

>

> I just read this yesterday in my " Who's IDEA is This " booklet and

I'll be

> honest, I don't understand any of it. I'm still fairly new to IEPs

so I

> still have trouble understanding it sometimes and my oldest is 14

now and we

> ll have his IEP meeting soon. Doesn't it also require that the

student be

> asked to the meetings once they're 14? I probably sound dumb lol

but I just

> don't get a lot of this.

>

>

> -Jenn, AEP (ADD, Bi-Polar, Anxiety/Depression)

>

> Proud Momma of Cory Albert (14yrs ADHD), h Dawn (12yrs

> Anxiety/Depression)

> and Jerry Lee " Trey " (9yrs ADHD, Bi-Polar, Asperger's)

> -- Re: ( ) Older Teenage Boys with Aspergers??

>

> The four areas listed below have to be addressed begining from the

time a

> student is 14 via the IEP (Transition Plan). Pam

>

> " Transition Services " means a coordinated set of activities for a

student

> with a disability, designed within an outcome oriented process,

that

> promotes

> movement from school to post-school activities, including, but not

limited

> to,

> postsecondary education, vocational training, integrated

competitive

> employment

> (including supported employment), continuing and adult education,

adult

> services, independent living, or community participation. The

coordinated

> set of

> activities must be based on the individual student's needs, taking

into

> account

> the student's preferences and interests, and shall include needed

activities

> in

> the following areas:

> 1. instruction;

> 2. community experiences;

> 3. the development of employment, and other post-school adult

living

> objectives; and

> 4. if appropriate, acquisition of daily living skills and

functional

> vocational evaluation.

>

>

>

>

> ************************************** See what's free at

http://www.aol.com

>

>

>

>

[Guest guest]

I know that your child can attend ANY IEP that you'd like. I talked with the

teachers that I knew would be attending Ian's last IEP so that they knew he'd be

there (his first one). That way,,,,,,they could plan on talking about the

positive things about him.......I thought it'd be good for him to hear - - -

even though he didn't want to be there.

Robin

Jenn <wyledbunch@...> wrote:

I just read this yesterday in my " Who's IDEA is This " booklet and I'll

be

honest, I don't understand any of it. I'm still fairly new to IEPs so I

still have trouble understanding it sometimes and my oldest is 14 now and we

ll have his IEP meeting soon. Doesn't it also require that the student be

asked to the meetings once they're 14? I probably sound dumb lol but I just

don't get a lot of this.

-Jenn, AEP (ADD, Bi-Polar, Anxiety/Depression)

Proud Momma of Cory Albert (14yrs ADHD), h Dawn (12yrs

Anxiety/Depression)

and Jerry Lee " Trey " (9yrs ADHD, Bi-Polar, Asperger's)

-- Re: ( ) Older Teenage Boys with Aspergers??

The four areas listed below have to be addressed begining from the time a

student is 14 via the IEP (Transition Plan). Pam

" Transition Services " means a coordinated set of activities for a student

with a disability, designed within an outcome oriented process, that

promotes

movement from school to post-school activities, including, but not limited

to,

postsecondary education, vocational training, integrated competitive

employment

(including supported employment), continuing and adult education, adult

services, independent living, or community participation. The coordinated

set of

activities must be based on the individual student's needs, taking into

account

the student's preferences and interests, and shall include needed activities

in

the following areas:

1. instruction;

2. community experiences;

3. the development of employment, and other post-school adult living

objectives; and

4. if appropriate, acquisition of daily living skills and functional

vocational evaluation.

************************************** See what's free at http://www.aol.com

[Guest guest]

Here's what I found and within some state and school district the

age limits are lower than the 16.

IDEA 2004 Close Up: Transition Planning

When Congress recently updated the nation's special education law,

the Individuals with Disabilities Education Act (IDEA 2004), it

sought to improve postsecondary results for students with

disabilities by requiring public high schools to provide better

transition planning.

Recognizing that the graduation rates for students with

disabilities — including those with specific learning disabilities —

continue to improve1, Congress stated that providing effective

transition services to promote successful post-school education or

employment becomes an important measure of a school's accountability

for the post-secondary performance of its students. To strengthen

transition planning, several new requirements have been added to the

IDEA.

What are Transition Services?

Transition services are intended to be a coordinated set of

activities, provided to the student by the school and sometimes

other agencies, to promote a successful transition from high school

to postsecondary education or employment, and independent living.

IDEA 2004 adds a new requirement that transition services be based

on the student's strengths, as well as their preferences and

interests. The addition of " strengths " makes it clear that the

development of transition goals should focus on and build upon what

the student can do — not focus entirely on what the student can't do.

Activities developed as part of transition services must be designed

to be within a " results-oriented " process as opposed to the earlier

requirement for " outcome-oriented, " signaling a clear intent to

ensure that the process includes activities designed to produce

success for the individual. The process must focus on improving the

academic and functional achievement of the student to facilitate

movement from school to post-school activities.

When Does Transition Planning Begin?

Previous requirements regarding the age at which transition planning

should begin were somewhat ambiguous — some activities were to begin

at age 14, and others at age 16. IDEA 04 has established one clear

starting age requirement for the start of transition planning. IEP

Teams must now include transition planning in the first IEP that

will be in effect when the child turns 16 years of age.

Many transition experts and advocates feel that age 16 is too late

to start transition planning. IDEA 04's federal regulations,

finalization of which is expected by the end of 2005, make it clear

that IEP Teams are free to begin transition planning at an earlier

age if the team determines it appropriate to do so. Clearly, many

students with learning disabilities can benefit from transition

planning activities that begin in middle school.

As full and equal members of the IEP team, parents should feel

comfortable suggesting that transition planning activities begin

earlier than age 16. Such early activities can include training in

self-advocacy skills. Such skills have been found to play a critical

role in the post-school success of students with disabilities, yet a

recent study2 found that only 3 percent of secondary students with

disabilities who participate in general education academic classes

have been provided with self-advocacy training.

What Does Transition Planning Include?

IDEA 04 dramatically expands the requirements for transition

planning from merely a statement of needed transition services to:

Development of appropriate measurable postsecondary goals based upon

age-appropriate transition assessments related to training,

education, employment, and, where appropriate, independent living

skills;

These goals should reflect the student's strengths, preferences, and

interests. In determining such goals, the IEP team (including the

student) must determine what instruction and educational experiences

will help prepare the student for a successful transition from

secondary education to post-secondary life.

Age-appropriate transition assessments might include such things as

interest inventories and other assessment tools that can help

identify an individual's special talents.

Development of a statement of the transition services (including

courses of study) needed to assist the student in reaching those

goals.

The statement of transition services should relate directly to the

student's postsecondary goals.

The activities contained in the transition services should:

Define every activity that must occur,

Identify who has primary responsibility for each activity, and

Specify the dates that each activity will begin and end.

A student's courses of study should be meaningful to the student's

future plans and motivate the student to complete his or her

education. Given the unacceptably high drop out rate among students

with disabilities — 39 percent of students with learning

disabilities drop out of school3 — it is critical that courses of

study engage student interest and work to minimize the risk for

dropping out prior to graduation.

IDEA 2004 retains the requirement to notify the student, at least

one year in advance, of rights that will transfer to the student

upon reaching the age of majority. Reaching the age of majority is

an important juncture in a student's life, and parents should fully

understand some of the options available to them at this point. In

most states, the age of majority is 18, but there are exceptions.

Who Participates in the Transition Planning Process?

Transition services are an integral part of a student's

Individualized Education Program (IEP), beginning with the first IEP

in effect when the student turns 16. As such, determining transition

services is a task for all IEP team members, including the student

and parents.

Genuine student and parent participation — active involvement in and

contribution to the planning process — is critical to achieving good

transition results. Unfortunately, a recent study found that a

quarter of students with learning disabilities either do not attend

or attend but participate only minimally in their transition

planning meetings. Another 60 percent attend and participate

moderately. Only 14 percent both attend and take a leadership role

in the process.

The same study found that while 85 percent of parents (or guardians)

are active participants in transition planning, parents reported

that IEP goals are determined mostly by the school. Goals are

determined by the parents and student only about 20 percent of the

time.4

Under IDEA 2004, schools continue to be responsible for bringing in

representatives from other agencies, such as rehabilitative services

or post-secondary education, to be part of the transition planning

process. Such agencies may also be responsible for the delivery of

some of the services needed by the student. Should other agencies

fail to provide the agreed upon transition services, schools must

find alternative ways to meet the transition objectives for the

student.

Recent findings indicate that there is a need to improve the

participation of outside representatives in transition planning. For

example, Vocational Rehabilitation counselors participated in only

13 percent of the IEPs, and other representatives (postsecondary

education representatives, advocates, consultants) participated in

only 3 percent of the IEPs.4

Exiting Special Education

Schools are not required to conduct an evaluation before terminating

special education services for students, due either to graduation

from secondary school with a regular diploma, or to exceeding the

age for services in their state. As a result, students are often

left without the necessary information and documentation of their

disability that is required to access supports and services in post-

school activities, such as higher education.

IDEA 2004 creates a new requirement for schools that is sure to help

students with learning disabilities make a smoother transition to

post-school employment or education. Schools must now provide

a " Summary of Performance " to students whose special education

eligibility is terminating due the circumstances mentioned above.

This new summary must include information on the student's academic

achievement and functional performance and include recommendations

on how to assist the student in meeting postsecondary goals.

Congress intended for this summary to provide specific, meaningful,

and understandable information to the student, the student's family,

and any agency, including postsecondary schools, which may provide

services to the student upon transition. While schools are not

required to conduct any new assessments or evaluations in order to

provide the summary, students and their parents should expect that

the information provided in the summary is adequate to satisfy the

disability documentation required under other federal laws such as

the Americans with Disabilities Act and Section 504 of the

Rehabilitation Act of 1973.

While a student's Summary of Performance is not part of the

transition planning process, IEP teams should discuss it prior to

termination of special education services to ensure that the

information provided in the summary will, in fact, sufficiently

satisfy any requirements connected with the student's post-school

goals.

© 2005 and Helen Schwab Foundation Created: 09/19/2005

About the Contributors

Candace Cortiella's work as Director of the nonprofit The Advocacy

Institute focuses on improving the lives of people with learning

disabilities, through public policy and other initiatives. The

mother of a young adult with learning disabilities, she lives in the

Washington, D.C., area.

Other Resources

Websites

National Center on Secondary Education and Transition

Key Provisions on Transition: IDEA 1997 compared to H.R. 1350 (IDEIA

2004)

http://www.ncset.org/publications/related/ideatransition.asp

National Dissemination Center for Children with Disabilities

Transition Planning: A Team Effort

http://nichcy.org/pubs/transum/ts10txt.htm

National Center on Secondary Education and Transition

Parent Brief: Age of Majority: Preparing Your Child for Making Good

Choices

http://www.ncset.org/publications/viewdesc.asp?id=318

ERIC — Education Resource Information Center

Designing Individualized Education Program (IEP) Transition Plans

(pdf)

http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/000

0000b/80/2a/32/a4.pdf

U.S. Dept. of Education, Office of Civil Rights

Students with Disabilities Preparing for Postsecondary Ed: Know Your

Rights & Responsibilities

http://www.ed.gov/about/offices/list/ocr/transition.html

References

U.S. Department of Education, Office of Special Education and

Rehabilitative Services, Office of Special Education Programs, 25TH

Annual (2003) Report to Congress on the Implementation of the

Individuals with Disabilities Education Act, vol. 1, Washington,

D.C. 2005

Planning for Students with Disabilities. A Special Topic Report from

the National Longitudinal Transition Study-2 (NLTS2). 2004. Menlo

Park, CA: SRI International.

25th Annual Report to Congress on the Implementation of the

Individuals with Disabilities Education Act, Table 1-16. Washington,

D.C.: U.S. Department of Education

Transition Planning for Students with Disabilities. A Special Topic

Report from the National Longitudinal Transition Study-2 (NLTS2),

2004. Menlo Park, CA: SRI International.

>

> The four areas listed below have to be addressed begining from the

time a

> student is 14 via the IEP (Transition Plan). Pam

>

> " Transition Services " means a coordinated set of activities for a

student

> with a disability, designed within an outcome oriented process,

that promotes

> movement from school to post-school activities, including, but not

limited to,

> postsecondary education, vocational training, integrated

competitive employment

> (including supported employment), continuing and adult education,

adult

> services, independent living, or community participation. The

coordinated set of

> activities must be based on the individual student's needs, taking

into account

> the student's preferences and interests, and shall include needed

activities in

> the following areas:

> 1. instruction;

> 2. community experiences;

> 3. the development of employment, and other post-school adult

living

> objectives; and

> 4. if appropriate, acquisition of daily living skills and

functional

> vocational evaluation.

>

>

>

>

> ************************************** See what's free at

http://www.aol.com.

>

>

>

[Guest guest]

qualified for SSI as psychiatrically impaired.... Perhaps you

could contact a mental health organization for assistance, such as

NAMI? There are assisted living arrangements for such individuals.

Plenty of mentally ill folks have high IQs. They still need help.

Meira

> >

> > Mara, you need to contact vocational rehab in your state. There

> should be a

> > counselor assigned to your area. Vocational Rehab can help a

> student get

> > training to be able to work and/or provide a job coach and many

> other things.

> > Also, please see the other article about Transition below. If

> your son has an

> > IEP, a Transition Plan should be part of the discussion every

time

> you have an

> > IEP meeting from the time the student is 14 years old. You may

> want to

> > request a vocational assessment which the school and voc rehab

> would be responsible

> > for setting up and paying for. An assessment would give indepth

> information

> > about what your son's interests and skills/strengths are. Pam

> > _Transition and the IEP_

> > (http://www.flse.net/flsupportedemp/transitioniep.html)

> > STATE VOCATIONAL REHABILITATION AGENCY

> > Huerta, Director

> > Division of Vocational Rehabilitation

> > Department of Human Services

> > 110 16th Street, 2nd Floor

> > Denver, CO 80202

> > (303) 620-4153

> >

> > (http://www.autism.org//temple/transition.html)

[Guest guest]

Ohh I didn't' know that! Thanks so much Robin! =)

-Jenn, AEP (ADD, Bi-Polar, Anxiety/Depression)

Proud Momma of Cory Albert (14yrs ADHD), h Dawn (12yrs

Anxiety/Depression)

and Jerry Lee " Trey " (9yrs ADHD, Bi-Polar, Asperger's)

-- Re: ( ) Older Teenage Boys with Aspergers??

The four areas listed below have to be addressed begining from the time a

student is 14 via the IEP (Transition Plan). Pam

" Transition Services " means a coordinated set of activities for a student

with a disability, designed within an outcome oriented process, that

promotes

movement from school to post-school activities, including, but not limited

to,

postsecondary education, vocational training, integrated competitive

employment

(including supported employment), continuing and adult education, adult

services, independent living, or community participation. The coordinated

set of

activities must be based on the individual student's needs, taking into

account

the student's preferences and interests, and shall include needed activities

in

the following areas:

1. instruction;

2. community experiences;

3. the development of employment, and other post-school adult living

objectives; and

4. if appropriate, acquisition of daily living skills and functional

vocational evaluation.

************************************** See what's free at http://www.aol.com

[Guest guest]

Thank you so much ! I'm a bit short on time tonight, we're coloring

Easter eggs, but I need to look through the IDEA booklet again and try to

get my thoughts together on it then I'll write you after that. Thanks again

so much for the offer, I can sure use the help lol

-Jenn, AEP (ADD, Bi-Polar, Anxiety/Depression)

Proud Momma of Cory Albert (14yrs ADHD), h Dawn (12yrs

Anxiety/Depression)

and Jerry Lee " Trey " (9yrs ADHD, Bi-Polar, Asperger's)

-- Re: ( ) Older Teenage Boys with Aspergers??

>

> The four areas listed below have to be addressed begining from the

time a

> student is 14 via the IEP (Transition Plan). Pam

>

> " Transition Services " means a coordinated set of activities for a

student

> with a disability, designed within an outcome oriented process,

that

> promotes

> movement from school to post-school activities, including, but not

limited

> to,

> postsecondary education, vocational training, integrated

competitive

> employment

> (including supported employment), continuing and adult education,

adult

> services, independent living, or community participation. The

coordinated

> set of

> activities must be based on the individual student's needs, taking

into

> account

> the student's preferences and interests, and shall include needed

activities

> in

> the following areas:

> 1. instruction;

> 2. community experiences;

> 3. the development of employment, and other post-school adult

living

> objectives; and

> 4. if appropriate, acquisition of daily living skills and

functional

> vocational evaluation.

>

>

>

>

> ************************************** See what's free at

http://www.aol.com

>

>

>

>

[Guest guest]

That's what I thought, thanks so much, Pam. To be honest, I don't trust the

school too much so I want to make sure I know what I'm doing so I can make

sure that they're doing what they're supposed to.

Would you believe that when they put Cory in the LD class, the principal

didn't even tell the LD teacher why he was there? AND the LD teacher never

bothered to ask! I was stunned when I learned all this. I talked to the

principal about it and she said she did it that way because she didn't want

him to go there with a " label " . geesh! I'd rather him go there with a

label " and the teacher understanding his problems than to go there and have

everyone start out blinded to it all.

-Jenn, AEP (ADD, Bi-Polar, Anxiety/Depression)

Proud Momma of Cory Albert (14yrs ADHD), h Dawn (12yrs

Anxiety/Depression)

and Jerry Lee " Trey " (9yrs ADHD, Bi-Polar, Asperger's)

-- Re: ( ) Older Teenage Boys with Aspergers??

yes students should be encouraged to attend their IEP meeting and

participate

(even for a short period). At 14, they should be " formally " invited. My 10

year old attended his first IEP meeting a few weeks ago. Pam

************************************** See what's free at http://www.aol.com

[Guest guest]

It was a copy of the IDEA that I just got on Thursday that said it's 14. So

either it's still 14 in Ohio or I just didn't get an updated copy. That is

very possible though, I wouldn't be surprised one bit.

-Jenn, AEP (ADD, Bi-Polar, Anxiety/Depression)

Proud Momma of Cory Albert (14yrs ADHD), h Dawn (12yrs

Anxiety/Depression)

and Jerry Lee " Trey " (9yrs ADHD, Bi-Polar, Asperger's)

-- Re: ( ) Older Teenage Boys with Aspergers??

yes for that most part that is accurate. In my state, and some others

it is still 14. We will keep it there as long as possible. Pam

************************************** See what's free at http://www.aol.com