Strengthening Transition Planning For Young Adults with Special Needs
CHED Endorsement Dated May 23, 2017
October 20 – 22, 2017 R.E.A.C.H., Inc., 2nd Flr., Uniwide Sales Metro Mall, #43 Real St. Pamplona, Las Piñas CityOverview: Youth face many changes and challenges as they move into adulthood, The transition to adulthood and self-sufficiency can be challenging for any young person. Like all young people, youth with disabilities face a number of stage of life transitions at the time they leave school and enter into the adult world. In recent years, there has been increasing recognition of the need to improve transition planning and support for young people with disabilities moving into adulthood, and to coordinate this support across a wide range of agencies, including health and social care, youth services, leisure, careers guidance, housing, education, benefits and employment services. Objectives: At the end of the seminar-workshop, the participants will:
- Understand what the law says about “Transition Planning”
- Learn the need for transition planning;
- Provide a framework for classroom teachers to use as they prepare students with disabilities to lead successful and personally fulfilling lives now and in the future. This functional curriculum will assist in the effort to prepare students to function as independently as possible in an integrated society.
- Administer assessment for young adults who are candidates for transition using the LCCE model;
- Acquire knowledge on general steps for creating an individualized Transition Plan
- Acquire knowledge on step-by-step planning for transition;
- Engage students in the process to become better advocates for their own needs;
- Know the different types of diplomas available to individuals with disabilities in the public school system;
- Gain understanding on the importance of outside agencies such as vocational rehabilitation;
- Create a solid transition plan that leads to success;
- Teach functional age-appropriate skills within integrated school and non-school settings and to base instruction on the systematic evaluation of students’ progress.
- School administrators
- Regular and SPED teachers
- Curriculum Developers
- Guidance Counselors
- Social and Health workers
- Students taking up courses related to SPED
- Psychologists, Occupational, Speech-Language, Physical Therapists, ABA specialist
- College Administrators
- College Professors/ Instructors, College/MA/Ph.D. Students and Professionals from Related Disciplines.