Disabled Community and Transition Out of High School

Transition into adult life after graduation from high school is a time that requires focused support because of the challenges inherent to the transition: continuing adult education, finding a place to live, acquiring gainful employment and for some, independent living skills.  For a person with disabilities, there are federal, state and local agencies to utilize for support with safe housing, food and medical insurance.  Family, friends and educators are also an integral part of disabled individual’s successful transition into post-high school life.  Adult service agencies that prepare adults with disabilities for transition into the working world, independent living and continuing education are community-based agencies supported by state and federal government laws.  An example of an adult services agency in the Northern California region that assists with this transition process is called Hope Services.  Several well-known business that will hire high school graduates with disabilities and work with adult transition services are Safeway, Home Depot, Goodwill Industries and IBM.  They encourage disabled applicants to apply and will work readily with a job coach (Goodwill Industries International, n.d.), (Mullich, 2004), (S. French, personal communication, Santa Cruz district director of Hope services, November 8,2010).  American government, families, businesses and services are part of a culture that demands inclusiveness of all people.  Inclusion begins in the classroom and continues into the communities we share.

Transition procedures for adults begins at age 16 in the student’s IEP and this plan is updated annually prior to graduation.  It must include “measurable postsecondary goals based on age-appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills” (Hardman, et.al, 2008, pg. 91).  The transfer of administrative responsibility from the school to an adult service agency involves collaboration between public educators, family, friends, and adult service agencies.  Parties involved in the creation of the IEP: special education instructors, parents, family and friends, are a powerful influence for young adults with disabilities going through transition into adult life.  Facilitating the introduction and integration of the disabled person into a local adult service agency is where their presence is profoundly needed and appreciated.  A disabled individual will be advocated for and may advocate for themselves in the synthesis of their needs and preferences from the IEP to an ISP (Individualized Service Plan).  A successful transition will use this person-centered approach to ensure an appropriate and solid foundation based upon a disabled individual’s particular needs and preferences.