What is the Role of the Family in the Transition Process?
The role of the family is central to the transition process. By definition in transition, the goals, needs and interests of the student and family are the driving force which directs the process and the development of the Individualized Education Plan (IEP). Transition is summarized by the development of goals in four major areas: live, learn, work and play.
- LIVE: addresses these kinds of questions: Where will the young adult live? At home with family? In a group home? In the military? In an apartment living independently? With a spouse and children? How will the individual travel about? Personal car? Van service? Public transportation? Other? What kinds of community or government services may the individual need? Insurance? Social Security? Public Assistance? Mainstream services that anyone might access?
- LEARN: addresses these kinds of questions: What kind of education is needed to achieve the young adult’s vocational goals? College? Vocational training? Supported work and a job coach? Competitive employment? What about lifelong learning for personal satisfaction or upgrading of job skills. What kind of environment is best for the student?
- WORK: addresses these kinds of questions: What kind of work, job or profession is the student’s goal? Is that goal realistic? What kind of education is required to achieve that goal? Where might the adult find a job in that field? How can the student find out more about the world of work and the possibilities that exist?
- PLAY: address these kinds of questions: What kind of leisure activities does the individual enjoy? What kinds of activities are available in the community open to anyone? Movies? Clubs? Political campaigns? etc.
Basically, the young adults with disabilities and their families should be asking themselves the same kinds of questions about adult life that any young person should be asking–and then considering the impact and ramifications of his disability on the achievement of those goals.