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Cornell University. ILR School. Employment and Disability Institute

Course 7: Transition Planning


Think about any of the major life areas for transition, (living situation, career goals, community membership, etc.) and select one area on which to complete the activity. Come up with a long-term goal that reflects the particular area you selected. For example: A long-term goal regarding living situation may be- "To own my own home."

Now identify steps that must be taken toward achieving the goal of owning a home. What knowledge, skills, abilities, resources and support must be in place for home ownership? List these. Next make a list of subject areas typically taught in school, (i.e. math, English, science, home economics, etc.). Match the items on the first list to relevant subject areas taught in school. Using the transition process (post-school outcomes, annual goals, benchmarks, programs, services, modifications, etc), develop a sample IEP goal for the area you selected. How might the course-work be modified to allow inclusion in the regular education curriculum? Does the process seem to flow forward providing opportunities to explore and experience learning that is related to the goal area? Will this learning provide greater insight and information into the identified goal area to enable you to make an informed decision about what to do/where to go next?

The answer to these questions should be "yes." A comprehensive IEP process looks at each of the areas of transition in this manner. Thus, the education program becomes truly individualized and meaningful.