Practice 1: Engage in appropriate transition assessment.

Historically, families have been the best advocates for students in transition to adult life. Therefore, program staff are encouraged to communicate with them, with students’ permission and adhering to FERPA and other privacy laws.

In fact, family participation improves outcomes for students as they enter adult life. This means families have typically been a welcome member of the transition team and transition planning process in secondary education. As students enter college, families, with their child as lead, may play a role in the review of high school postsecondary goals and subsequent college planning.

Families often experience a “transition” of their own when their child with IDD starts college. Program staff can engage the family about their child’s shift to greater adult independence and the expectations involved. It is important to highlight that students who are majority age, who have not had their rights altered through guardian advocacy or guardianship, may legally choose to limit the involvement of their parents in these and other college activities.

As students transition into college, IPSE program staff will review, with the student, their disability documentation. This may be in the form of a diagnostic evaluation, Summary of Performance (SOP), and/or Individualized Education Plan (IEP). As noted in the Higher Education Opportunity Act person-centered planning is integrated throughout the assessment and student program planning process. Ultimately, this process results in a student-driven and individualized course of study for each student participating in the IPSE program.

After the student themselves, families know the student best and may serve as invaluable resources to IPSE program professionals who are coordinating the college planning process. For example, evaluation might include gathering information from families including student strengths, interests, and needs using structured interviews and requesting that families help gather data using observation reports.

In addition, vocational rehabilitation (VR) assessment is becoming a more common component of data review in IPSE programs. VR is a federal–state program whose mission is to assist people with disabilities to find and maintain employment.

IPSE student program planning begins with identifying a team that ensures the student is at the center of the process to facilitate reviewing and updating (as appropriate) the student’s postsecondary goals. While the review and update process should be coordinated by one professional, the team might include the student, the student’s family, disability student services (DSS) professionals, VR professionals, IPSE program staff, other service agency representatives, and college mentors.

Critical questions for the team to discuss when considering college attendance include (Dukes, 2010):

• What knowledge, skills and strategies are necessary for the student to be successful in college?
• What knowledge, skills and strategies does the student currently possess?
• What knowledge, skills, and strategies does the student need to develop in college?
• What accommodations and supports are necessary and available in college?
• What community linkages may be helpful or necessary?

The goal of assessment is to determine appropriate supports to allow the student to access and succeed within the identified course of study. Upon IPSE program acceptance, program staff should note any knowledge and skill areas to be assessed and subsequently identify appropriate assessment tools that can be used to gather that data. Tools that might be appropriate for gathering and summarizing the information are noted below.

The Summary of Performance, or SOP developed in high school is a tool for organizing an array of assessment data in one document. If thoroughly completed, it can provide students and families an opportunity to play a meaningful role in identifying which data to include in the completed SOP. Data sources such as the IEP, and other student-based files (e.g., assessment data on academic achievement and functional performance) provide rich sources from which to pull data to populate the SOP. The SOP gives students, in collaboration with IPSE staff, a chance to practice explaining student strengths, interests, and needs using an array of assessment data.

The data and subsequent explanation of the data must be clearly connected to the student’s postsecondary goals. The SOP is addressed in detail in module one of this two-module series. It is designed to share with postsecondary personnel, and its contents are explained to those personnel as a springboard for effective planning for postsecondary education.

While the IEP is a K–12 tool, its transition components may be considered when students shift into postsecondary education. Indeed, the rich information regarding the student’s goals, skills, and interests can help to identify additional skills and interests that can inform student postsecondary goals and choice of program of study.

Multiple assessment methods and multiple people will help assess students’ strengths, interests, and needs in light of each student’s postsecondary goals. Assessment tools include academic achievement tests, adaptive behavior scales, employability scales, self-determination tools, social skill inventories, personal futures planning, and informal interviews. An array of common educational tests are noted in assessments chart created by project10. These tests may be reflected in the diagnostic documentation a student provides upon entry into the IPSE program. This can also be an appropriate time for the consideration of VR. Florida IPSE credentail Guidance Brief (page 5) also can be helpful.

Dukes III, L.L. (2010). Gathering data to determine eligibility for services and accommodations. In S.F. Shaw, J.W. Madaus, & L.L. Dukes III (Eds.), Preparing students with disabilities for college success: A practical guide to transition planning. Baltimore, MD: Brookes Publishing.

Practice 2: Utilize a person centered planning process

Program personnel should recognize student and family participation as both necessary and welcome. In many cases, students will have the opportunity to elaborate upon their postsecondary goals using a person-centered planning (PCP) process upon college program entry, if not before.

Three PCP examples include Planning Alternative Tomorrows with Hope (PATH) , Making Action Plans, and the STAR model, which is used by several Florida programs. In particular, students and families should be oriented to the need for the development of self-determination and self-advocacy skills, which will allow the student to develop enhanced independence in adult life including college.

PCP provides the opportunity to focus upon a student’s desired life goals, with a particular focus upon using a college experience to meet those goals. PCP is intended to identify, promote, and grow the student’s choices and goals through meaningful contribution of the family and others involved. Family members and other supporters (former teachers, coaches, service agency representatives) should be invited to share their input and perspective to help build and implement a robust, holistic plan to support and guide the student towards their goals.

The student directs the plan and activities to the greatest degree possible. During the process, students should share their long-term goals, help to identify the types of supports they may need, and engage in a dialogue about their school experience with a focus upon strengths and interests.

Practice 3: Identify interagency partners.

As the transition process unfolds, students and families will come into contact with an array of agencies that may assist the student to achieve their long-term goals. Interagency awareness often occurs in the context of a transition fair or parent night. These events provide families a chance to make contact with numerous organizations. Participation in such events should be encouraged by IPSE program professionals, particularly for students that have not previously taken part. IPSE professionals themselves can benefit from participation as both a participating organization and attendee.

Students and families, in collaboration with program staff, should attend the function with questions for participating agencies and services prepared in advance. Students and families may also be provided a resource packet with lists of agencies to contact on their own.

VR supports students with IDD as they work toward career goals. Students and families should be encouraged to make formal contact with VR prior to their college applications, to determine how VR may support the student’s college experience and long-term employment goals through traditional VR services or Pre-Employment Transition Services (Pre-ETS). If students have begun IPSE participation but have not communicated with VR, they should still be encouraged to make contact to explore their services.

There are a number of interagency partners available to students. These include Florida CARD, Career Source Florida, Centers for Independent Living, the Agency for Persons with Disabilities, and local ARC Chapters.

Banerjee, M. & Brinckerhoff, L. (2010). Helping students with disabilities navigate the college admissions process. In S.F. Shaw, J.W. Madaus, & L.L. Dukes III (Eds.), Preparing students with disabilities for college success: A practical guide to transition planning. Baltimore, MD: Brookes Publishing.

Practice 4: Utilize assistive technology

The Florida Diagnostic and Learning Resources System (FDLRS) defines assistive technology (AT) as “any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of persons with disabilities.” AT is also sometimes referred to as “adaptive technology.” Colleges often have adaptive technology labs that support students’ academic needs such as reading and writing, studying, and general information access.

Examples of AT can be anything from a wheelchair to screen readers for people that are sight impaired to devices for typing such as a modified keyboard or mouse. Other examples include audio or digital text, braille, or even features built into our smartphones, handheld tablets, and computers.

AT built into a handheld device such as a smartphone can be particularly helpful. Often, college programs expect students to have a smartphone and know how to use it. These devices include tools and apps that help with many needs such as:

• Navigation around campus
• Maintaining a daily schedule
• Time management
• Text-to-speech transcription
• Altering font size
• Captioning
• Motion reduction
• Voice memos
• Daily wake-up, class, and appointment alarms

Ideally, students will have an opportunity to try out and practice using various types of AT while in high school and thus may be better positioned to be successful upon entering college. Parents may also have a great deal of knowledge regarding the use of AT by their child and are encouraged to share this information, as appropriate, with the college program staff. Often, the student’s IEP and/or SOP will contain information about the student’s experience with AT. This may include which AT has been considered given the student’s disability, and which AT has been helpful to the student instructionally and otherwise.

The first step in determining what AT may be appropriate for a student with IDD is awareness of the options. College students in partnership with program staff might focus on AT for reading, writing, and test taking. Next, students should try out AT that addresses their unique needs. Last, once students have selected AT, they should engage in practice activities that provide the opportunity to develop fluency with the AT (Banerjee & Brinckerhoff, 2010).

Banerjee, M. & Brinckerhoff, L. (2010). Helping students with disabilities navigate the college admissions process. In S.F. Shaw, J.W. Madaus, & L.L. Dukes III (Eds.), Preparing students with disabilities for college success: A practical guide to transition planning. Baltimore, MD: Brookes Publishing.