Employment options for young adults with special needs
Transitioning from adolescence to adulthood is no easy task for anyone. But for young adults who have special needs, it’s even more challenging. The good news: There are formal systems and programs in place to help students with special needs figure out next steps and access resources after high school. These systems can make the difference between living with special needs and thriving despite them.
If your child has an Individualized Education Program (IEP), they’re entitled to a formal, methodical process called transition planning. The process helps a student determine which course to follow as they seek an independent, financially self-sufficient life, or the closest possible alternative.
Under the Individuals with Disabilities and Education Act (IDEA), schools are required to begin transition planning by the time the student reaches age 16. The planning includes input from school administrators, parents/guardians and outside professionals (such as counselors, employment specialists and others). To the greatest possible extent, transition planning is an effort led by the students themselves.
The transition plan typically focuses on the longer-term postsecondary goals (life after high school) as well as the services that will be needed to help the student accomplish their transition.
Postsecondary goals
Four areas of postsecondary goals are addressed as part of the transition plan, including:
Independent living, along with any assistive technologies required
Vocational training, including instruction needed to learn a trade
Postsecondary education, such as undergraduate and advanced college degrees in the student’s chosen academic field
Employment, including the process of securing and maintaining a permanent full-time job
The transition team members work for and with the student to develop specific, customized and realistic goals in these areas. To be included in the transition plan, the postsecondary goals must be more than aspirational (“When I graduate, I want to help people.”). Instead, they should meet the criteria often seen in business management; they should be SMART goals, that is: specific, measurable, attainable, results-oriented and time-bound.
Transition goals
A separate set of goals spells out the available services the person will rely on as they pursue these established postsecondary goals. The needed services will be as highly personalized as other elements of the plan, and they fall into discrete categories, including:
Instruction, which includes any continuing formal education and training after graduation
Community experiences, including participation in volunteer and similar activities to help the person establish a permanent place as a member of the local community
College and career counseling, providing ongoing specific guidance to help the person pursue their educational goals efficiently.
Activities of Daily Living (ADL), including any ongoing help, if needed, with bathing, dressing, toileting, transferring, continence and feeding.
Over time, the person’s goals will evolve, and so will the transition-related resources needed to help them. For this reason, the transition team should revisit the plan periodically to ensure alignment of goals with real life.
By establishing a formal process for transitioning to adulthood after high school, this system helps ensure that students with different needs get a chance to live a life of independence and fulfillment. It levels the playing field and serves as a dependable ongoing resource. For more about the extensive employment and transition services available at Hope Haven, or to arrange a tour, call us at 904-346-5100.