TCDD Position Statement: Transition from School to Adult Life

Position Statements

The Texas Council for Developmental Disabilities believes that people with disabilities have the right to live in and be an integral part of their communities, to be employed, to be independent, and to make informed choices about their lives. Each student with disabilities, as all youth, must be given opportunities to achieve academic success, to cultivate personal interests and preferences, to explore and pursue career options that are both relevant and meaningful, and to participate in job training, job placement and community experiences as part of the transition from school to adult life. Transition planning should help a student move from school to adult life and must address key life areas related to work, recreation and leisure, home living, community participation, and opportunities to learn after high school. This can include a range of post-school options, such as but not limited to attending higher education, technical schools, or pursuing national service vocations. The individual services provided ultimately depend on the student's needs and interests.

A comprehensive array of timely services, coordinated among and between all adult service agencies, is imperative to maximize choices and opportunities for students with disabilities to achieve independence and be contributing and respected members of their communities. The transition planning process should be a thoughtful, student-centered, student-led process that takes into account the individual's unique values, preferences, abilities, and challenges. In addition, it should include training in self-determination, self-advocacy, and individual rights. Transition planning should help a student access services and supports beyond school by providing information about and the opportunity to apply for community-based long-term services and support through Medicaid waiver and non-waiver services, Social Security Income, affordable housing options in the community, and available transportation alternatives.

Whole communities, including families, schools, businesses, employers, health care providers, public service agencies, and other stakeholders, must work together to identify, locate, and share resources to assist in promoting successful post-school outcomes. Students and families should be trained to actively and effectively participate in transition planning. Students should have the opportunity to identify and self-select the participants in their transition planning processes. Successful transition planning is facilitated when each student and his or her parents have the information, knowledge, skills, and access to supporting services that will enable them to fully participate in the process that plans the student's future. That information, knowledge, skills, and access should be coordinated through the student's independent school district. If a student is not affiliated with an independent school district, the transition planning process should be coordinated by a single other agency, entity, or individual having responsibility for such planning and chosen by the student or family.

The Council values the diversity and unique contributions of each citizen of the state. The current fragmentation of the various service delivery systems often results in the provision of inadequate, untimely, and/or inappropriate services and costly duplicative efforts.

Coordination among school districts, outside agencies, and others on information sharing, flexible scheduling, and implementation timelines is critical to the success of transition planning. It is the Council's position that providing effective transition planning and services for young adults with disabilities benefits each community and the entire state. People with disabilities who are employed enrich the diversity of our communities, rely less on publicly-funded services, and contribute to the overall well being of the community's economic base.

Reviewed August 7, 2009

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Public Policy Public Policy News TCDD Public Policy Input Advocacy 101 Texas Legislature TCDD Public Policy Priorities Position Statements Public Information Act Federal Policy Update Sunset Review	TCDD Position Statement: Transition from School to Adult Life Position Statements Access to Health Care Aging with DD Children and Families Community Living Criminal Competency Education Emergency Preparedness Employment Family Support Services Guardianship Public Transportation Right to Privacy Service Coordination Transition from School to Adult Life The Texas Council for Developmental Disabilities believes that people with disabilities have the right to live in and be an integral part of their communities, to be employed, to be independent, and to make informed choices about their lives. Each student with disabilities, as all youth, must be given opportunities to achieve academic success, to cultivate personal interests and preferences, to explore and pursue career options that are both relevant and meaningful, and to participate in job training, job placement and community experiences as part of the transition from school to adult life. Transition planning should help a student move from school to adult life and must address key life areas related to work, recreation and leisure, home living, community participation, and opportunities to learn after high school. This can include a range of post-school options, such as but not limited to attending higher education, technical schools, or pursuing national service vocations. The individual services provided ultimately depend on the student's needs and interests. A comprehensive array of timely services, coordinated among and between all adult service agencies, is imperative to maximize choices and opportunities for students with disabilities to achieve independence and be contributing and respected members of their communities. The transition planning process should be a thoughtful, student-centered, student-led process that takes into account the individual's unique values, preferences, abilities, and challenges. In addition, it should include training in self-determination, self-advocacy, and individual rights. Transition planning should help a student access services and supports beyond school by providing information about and the opportunity to apply for community-based long-term services and support through Medicaid waiver and non-waiver services, Social Security Income, affordable housing options in the community, and available transportation alternatives. Whole communities, including families, schools, businesses, employers, health care providers, public service agencies, and other stakeholders, must work together to identify, locate, and share resources to assist in promoting successful post-school outcomes. Students and families should be trained to actively and effectively participate in transition planning. Students should have the opportunity to identify and self-select the participants in their transition planning processes. Successful transition planning is facilitated when each student and his or her parents have the information, knowledge, skills, and access to supporting services that will enable them to fully participate in the process that plans the student's future. That information, knowledge, skills, and access should be coordinated through the student's independent school district. If a student is not affiliated with an independent school district, the transition planning process should be coordinated by a single other agency, entity, or individual having responsibility for such planning and chosen by the student or family. The Council values the diversity and unique contributions of each citizen of the state. The current fragmentation of the various service delivery systems often results in the provision of inadequate, untimely, and/or inappropriate services and costly duplicative efforts. Coordination among school districts, outside agencies, and others on information sharing, flexible scheduling, and implementation timelines is critical to the success of transition planning. It is the Council's position that providing effective transition planning and services for young adults with disabilities benefits each community and the entire state. People with disabilities who are employed enrich the diversity of our communities, rely less on publicly-funded services, and contribute to the overall well being of the community's economic base. Reviewed August 7, 2009
Texas Council for Developmental Disabilities 6201 E. Oltorf, Suite 600 Austin, TX 78741-7509 Phone: (512) 437-5432 Toll-Free: 1-800-262-0334 Accessibility \| Site Policies Copyright 2005-2012 - Texas Council for Developmental Disabilities Links from TCDD to other Internet sites are provided as a convenience for informational purposes. No official endorsement should be inferred.