Transition Plan

Directions

Students will develop a transition plan for a student. Students should choose an adolescent with ASD that they know to develop the support plan. If this opportunity is not available to them, they should contact families who have children of transition age through either personal contact, internet list-serves, etc. and conduct interviews with the families to develop the appropriate information. A format for the plan will be provided to the students through the course site. Students should identify the areas of need for transition services for the student, write measurable goals/objectives to meet that need, and describe the steps and resources needed to meet the goals. A two-page description should accompany the plan that describes the student based on skills, weaknesses, relevant family issues, how the information was gathered, and other information that factored into the decisions regarding the transition plan.
Attachments
• Individual Transition Plan template.doc
• Individual Transition Plan example.doc
• Case Studies for Transition Assignment.docx

These attachments will be uploaded in another file.

PLEASE CHOOSE ONE OF THESE CASE STUDIES BELOW TO COMPLETE ASSIGNMENT

Case Studies for Transition Assignment
1. Danny is almost 16-years old and is currently unable to attend his home school due to having autism accompanied by bipolar disorder. His parents have a large extended family of Hispanic descent, which has been enlisted to provide assistance. His bipolar disorder manifests itself in rapid mood shifts, changing from passive and depressed to irritable and verbally aggressive many times over the course of a week. He has not attended school for 8 months. A tutor provided by the Special Education Department works with him 2 hours per day, 5 days per week in his home. Although homebound services are not necessarily limited to academics, the tutor is afraid to take Danny out into the community due to his erratic behavior. He is currently 2 years behind in terms of his academics.

2. Joseph is a 19-year old with autism and a severe hearing impairment. He attends a special class for individuals with autism. He wears hearing aids but relies on lip reading and sign language. Joseph can speak but is very difficult to understand. He can read at a second-grade level and add and subtract with a calculator. Joseph lives in a nice suburban neighborhood with his parents. He has an older, married sister. He needs to work on independent travel skills, develop social/recreational outlets, and improve his communication competence. He and his parents have also expressed an interest in his working in a large enough company for good pay and growth benefits. Joseph has significant potential to succeed in adulthood but needs a specific transition plan to move ahead. No one has taken steps to become Joseph’s guardian.

3. Tim is a 15-year old with autism. He has a long history of aggressive behavior toward teachers and others. It sometimes takes four adults to restrain him during one of his acts of aggression. Tim has great difficulty dealing with constructive criticism. He utilizes a laptop to complete academic assignments. He carries a simple communication card with “yes,” “no,” and the alphabet and he points out his responses to simple questions. Tim is enrolled in a local high school and goes to a small resource area for two study classes daily (language arts and math). All other classes are on a ninth grade level.