Youth in Transition
The Youth in Transition Program was designed and developed to create more efficient and effective ways of increasing the independent living skills of youth (age 14 to 24) with cross disabilities. The program focuses on young people transitioning from school to employment, post secondary education, trade schools and independent living. A Person-Centered planning model is used to assist young people in creating their individualized plan for achieving independence. Youth will enhance their independent living skills based on their goals from their Independent Living Plan.
IDEA definition of Transition Services:
A coordinated set of activities for youth, designed within an outcome-oriented process that promotes movement from school to post school activities, including postsecondary education, vocational postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, independent living and community participation.
The Person-Centered Planning Model:
Consist of examining a youth’s area of interest in the 6 main transition domain areas. This model provides a unique and individualized plan based on a youth’s interest.
The Transition Domain Areas:
- Living Situation
- Personal Effectiveness/Wellbeing
- Community-Life Functioning
- Independent Living Skills Training
Employment and Career:
- Competitive employment site
- Work experience, paid or unpaid, at competitive or entrepreneurial worksite (e.g., apprenticeship with employee serving as coworker mentor).
- Supported employment (e.g. paid placement at competitive worksite with formal support, like a coach)
- Transition employment opportunities, such as pre-vocational skills training, on the job training (OJT), volunteering, job shadowing, at a noncompetitive worksite
- High school completion or GED certificate
- Vocational or technical training or certificate
- Work place educational programs where placement is related to school/college or employment
- Associate’s, Bachelor’s degree or beyond
- Independent residence (e.g. living in an apartment with a roommate)
- Residing with natural, adoptive, or foster family.
- Other family situation (e.g. girlfriend’s family, extended family)
- Semi-independent living (e.g. service coordinator assists bud does not live on site).
- Supported living(e.g. supervised apartment with live-in mentor or on site support staff at apartment complex)
- Group home r boarding home
- Restrictive setting (e.g., crisis unit, residential TX center).
Personal Effectiveness and Wellbeing:
- Relationship development and maintenance of friendships
- Dating skills and development/maintenance of intimate relationship.
- Maintenance of relationship with mentors of informal key players
- Interpersonal Relationship: Family, Friends, & Mentors
Emotional and Behavioral Wellbeing:
- Create reciprocal relationships with others
- Expression of care and concern for others
- Social skills (e.g. positive feedback to others, acceptance of negative feedback)
- Coping with stress and ability to relax
- Mobility around the community
- Access and use of relevant community agencies and resources
- Citizenship responsibilities, knowledge of basic rights and responsibilities
- Community social support (e.g., peer groups, community organizations).
- Engaging in leisure activities
- Creating indoor and outdoor activities of interest and fun
- Self care
- Maintenance of living space and personal possessions
- Money management