transition planning

• Relevant Laws


  • RA 7277: Magna Carta for Disabled Persons
  • RA 10754: An Act Expanding the Benefits and Privileges of Persons with Disability (PWD)
  • Individuals with Disabilities Education Act (IDEA)
  • No Child Left Behind Act
• RA 7277: Magna Carta for Disabled Persons


  • Act providing for the rehabilitation, self-development and self-reliance of disabled persons and their integration into the mainstream of society
  • No person shall be denied access to pursue employment
  • Recognize the right of PWDs to quality education and opportunities to develop their abilities or skills to thrive in life
  • Recognize the right of PWDs to vote and to be assisted by a person of their choice in voting in the national or local elections
  • No entity shall discriminate against a qualified PWD by reason of individual's disability in procedures, hiring, promotions, etc.
  • Companies have a certain percent of PWD
• RA 10754: An Act Expanding the Benefits and Privileges of Persons with Disability (PWD)


  • Expands the benefits and privileges of PWDs
• Individuals with Disabilities Education Act (IDEA)


  • Makes available a free appropriate public education to eligible children with disabilities
  • Ensures special education and related services to those children
  • IDEA Part C: Infants and toddlers, birth through age 2, with disabilities and their families receive early intervention services
  • IDEA Part B: Children and youth ages 3 through 21 receive special education and related services
• Transition Services (IDEA)


  • Coordinated set of activities for a child with disability
  • Results-oriented process focused on improving the academic and functional achievement of a child with disability to facilitate the child's movement from school to post-school activities
  • Includes postsecondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living, or community participation
  • Based on the individual child's needs, taking into account the child's strengths, preferences, and interests
  • Includes instruction, related services, community experiences, development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation
• Transition Planning


  • Intended to prepare students to move from the world of school to the world of adulthood (working)
  • Preparing young adults for new roles and routines
  • Education to parents and community stakeholders (employers as well) about the young adult's needs
  • Facilitating vocational and independent living skills development
  • Promoting self-discrimination
  • Facilitating social and community integration
  • Recommending assistive technology for work and living situations
• 4 Areas of Transition Planning

  • Postsecondary education
  • Community participation
  • Postsecondary employment needs
  • Residential outcomes
• Brigance Transition Skills Inventory

  • Covers a lot of skills to determine level of functioning with regard to transition skills
  • Assessments cover a broad range of skills including pre-employment/functional writing, career awareness, job-seeking, post-secondary opportunities, functional reading, speaking and listening, math, money and finance, technology, housing, food and clothing, health, travel and transportation, community resources
• Least Restrictive Environment (LRE)


  • Children with disabilities are educated with children who are not disabled to the maximum extent appropriate
  • Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily
• Exceptional Learners


  Special Education involves adapting the content, methodology, or delivery of instruction to address the unique needs of the child that result from the child's disability and to ensure access of the child to the general curriculum
• Prevocational Training Program


  • Preparatory activities designed to equip learner with readiness skills for formal vocational training
  • System designed to introduce and equip individuals for the world of work by preparing and training them for eligibility and entry into vocational program services
• OT in Prevocational Training Programs


  • Part of multidisciplinary team of professionals
  • Focus on basic life skills, task analysis, social skills, development of work habits, exploration of interests
• Training


  Formal vocational training — targeting the prerequisite skills for work-related activities
• Example of training


  • Training for housekeeping
• Prevocational training programs


  System designed to introduce and equip individuals for the world of work by preparing and training them for eligibility and entry into vocational program services
• Prevocational training programs


  Comparable to internships
• Professionals in prevocational training programs

  • OT
  • SPED
  • SLP
  • PT
  • SPS
• Goal of OTs in prevocational training programs

  To identify how to not overlap with other professionals
• OTs in prevocational training programs


  Should be established with their roles
• Focus of OTs in prevocational training programs


  • Basic life skills
  • Task analysis
  • Social skills
  • Development of work habits (executive functions, motor skills)
  • Exploration of interests (based on identity, strengths, and weaknesses)
• Prevocational training in adolescents with special needs

  Adolescents 14 years old and above with physical or psychosocial dysfunctions
• Importance of prevocational training for adolescents with special needs

  • Adolescence is the age when they are integrated into society of adults
  • Successful transition to adulthood needed for self-sufficiency
  • Access to community life and gain respect from their communities
• Prevocational settings


  • Schools
  • Hospitals
  • Clinics
  • Sheltered workshops
• Sheltered workshops


  Training environment specially designed to accommodate PWD's limitations, and engage in allowance-generating work process, learn to adjust to normal work requirements, develop social skills and relationships and prepare for potential advancement to support/ open employment where possible
• Sheltered workshops


  A welfare-oriented service without an employer- employee relationship between the workshop operators and the trainees
• Prevocational options


  • One on one
  • Dyad
  • Small groups
• Prevocational options


  Typically starts one on one, then it progresses
• Prevocational skill targets


  • Task-related skills (sorting, assembling, packaging, reaching and grasping items, work steadily, completing tasks, care for tools and materials)
  • Social skills (relationship with peers, greetings, answering phone calls, interaction with others)
  • Organizational skills (time management, creating checklists, organizing materials)
  • Arithmetic skills (money management, sorting and recognizing money, counting coins and computing for change)
  • Safety skills (handling materials safely, completing tasks safely, use of public transportation, knowing safety signs)
• Prevocational classes


  • Retail industry (selling/handling products, basic tasks- sorting, arranging, hanging, etc.)
  • Clerical work (office tasks - sorting, filing, alphabetizing, use office tools - typing stapling)
  • Food service (sorting and bagging utensils, boxing, serving in trays, meal preparations, counting change)
  • Grocery industry (stocking shelves, sorting items, stacking boxes)
  • Material handling (manufacturing of goods)
• Pull-out


  Removal of the student from the classroom for the duration of the therapy session or other services
• Inclusive education


  OT works with students in the classroom in a non-intrusive manner
• Inclusive education


  • Principle that all learners, regardless of disability, should be given ample opportunities for schooling
  • No segregation
  • CWD can learn with their typically developing peers
  • Taught by a regular teacher (should be armed with knowledge and skills as to how to manage CWD)
  • There should be appropriate accommodations and supports for the CWD
• Mainstreaming


  The process of placing individuals with disabilities into the general education or community environment
• Mainstreaming


  Child would be put in a general classroom with the expectation that they should be able to cope with the demands of the school
• Mainstreaming


  Minimal support and accommodations for CWD
• Mainstreaming


  Same materials for typically developing and CWD
• Special school


  All CWD in one setting
• Integration


  CWD is a part of the general system
• Inclusion


  CWD is an integral part of the general system
• Inclusion is


  • Educating all children with different-abilities in regular classrooms regardless of the nature of their disabling conditions
  • Providing all students with opportunities to participate and learn from each other's contributions in general education
  • Providing necessary services or support within the general education setting to maximize their stay in the regular classroom
  • Supporting general education teachers and administrators (with time, training, teamwork, resources, and strategies)
  • Having students with different-abilities follow the same schedule as their general education peers
  • Involving students with different-abilities in age-appropriate academic classes and extra-curricular activities
  • Allowing differently-abled students to use the cafeteria, library, playground, and other facilities along with general education peers
  • Encouraging friendships between general education and differently-abled students
  • Teaching all children to understand and accept human differences
  • Placing children with different abilities in their neighborhood schools
  • Providing an appropriate individualized educational program