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Transition services are more and more a part of many professionals'
job descriptions if they are working with high school students with
disabilities. It is not just the special educator who is dealing with
writing goals for transition services. In fact, it could be any of
the following professionals; physical educators, adapted physical
educators, therapeutic recreation specialists, recreation specialists,
and fitness specialists. It is through transition services that attention
can be paid to planning for student experiences after high school
that include quality leisure, recreation, sport, and fitness activities.
It is the intent of this issue provide user friendly information
about transition services, including a definition of, legislative
mandates for, steps to the creation and implementation of transition
goals. In addition, this issue will highlight a couple exemplary programs
where extracurricular scholastic opportunities are offered for students
with disabilities. Such opportunities could be offered for all students
with disabilities.
So sit back and read on to learn how planning for and incorporating
transition services can become second nature. Both students and professionals
alike will gain from further understanding.
Cindy Piletic,
Adapted Section Editor
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| Adapted
Physical Activity Websites |
| Definition
of Transition Services |
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Transition services are required by federal law (i.e. IDEA and
all of its revisions). The intent of transition services is to focus
the efforts of teachers, parents, related professionals, and the
student in planning and reaching a desired outcome for the student
to have a successful and satisfying life after high school.
There area a number of different domains identified under transition
services. These domains are:
- Employment, including supported employment
- Postsecondary educational activities, including postsecondary
education, vocational training, and continuing and adult education
- Independent living, including exploration of residential options
and daily living skills that will be needed in adult life
- Eligibility for various adult services
- Community participation, including recreation and leisure
activities and the development of personal and social skills.
(Note the bolded domain as it specifically matches the goals of
high school physical education programs everywhere.)
Federal legislation mandates that each student with a disability
have an individual transition plan developed on or before his/her
14th birthday.
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| Steps
to creation and implementation of Transition Goals |
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Taken slowly and approached with a plan, the creation and implementation
of transition goals can be very manageable. Below is a list of steps
to assist in the development of transition goals.
- Identify accessible community-based resources and programs where
individuals with disabilities would be made welcome.
- Analyze the environment in the community-based programs and identify
the specific skills required for the individual with disabilities
to participate
- Identify skills required to prepare for the activity
- Identify equipment necessary for participation
- Identify motor skills and fitness levels required for participation
- Determine levels of supported required to create a least restrictive
environment
- Identify personnel who may be available to provide support
- Participate in the Individual Transition Plan (ITP) meeting
- Implement the program
- Conduct ongoing program evaluation.
(Adapted from Krebs P, Block M: Adapted Physical Activity Quarterly,
9:305-315, 1992)
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Quote of the Month
"At the end of the rainbow is the day when a person's disability will
no longer matter"
Author Unknown
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| Collaborate
to Write the Transition Goals |
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Physical educators are often out on their own writing goals and
objectives for students with and without disabilities. Still, there
is no need to write the goals by oneself. Collaboration is key to
making the task more manageable as well as making the end product
more effective.
Who can help?
- Adapted Physical education teacher
- Special education teacher
- Community based recreation personnel
- Physical Therapist
- Therapeutic Recreation Specialist
- Occupational Therapist
- Orientation and Mobility Specialist
- Parents
- College and University Faculty
Each of the above folks may have some expertise that could assist
in the development of a transition services program that matches
the specific needs of the student. Don't do it alone!!!
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| If you have ideas, comments, letters to share, or
questions about particular topics, please email one of the following
Adapted PE Section Editors: |
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| Exemplary
Programs - Great Job!!! |
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In the last couple of years, high school students with disabilities
are getting the opportunities to participate in interscholastic sports.
Here are two great programs that have occurred:
- Illinois High School Association in partnership with Youth Wheelchair
Basketball Association has teamed up to offer a wheelchair basketball
competition division within the state IHSA basketball tournament.
This has occurred for the two basketball seasons.
- The state track and field competition in the state of Oregon
included a wheelchair race within the running competitions.
Are there any other great interscholastic programs for students with
disabilities occurring? Please share!!!
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| Traditional
Vs. Nontraditional |
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Many times the physical education curriculum includes the traditional
activities of:
- basketball
- softball
- volleyball
- weight training
- basic fitness
- golf
- bowling.
The above activities are the types of activities that should be
identified in students with disabilities goals for transitional
services. The key is to select and modify the activities from the
general physical education program. Thus making the physical educator
able to use their experience to help students reach their transition
goals.
Physical educators are today beginning to bring in new activities
for their curriculums. Such activities, often known as nontraditional,
should now also be considered as potential transition goals. Nontraditional
activities include:
- fishing
- canoeing
- hiking
- rock climbing
- orienteering
- roller blading
- swimming
- cycling
Remember, the idea behind transition services it to prepare young
people with disabilities for a productive and meaningful life after
school, including the leisure, recreation, and sport activities.
So why not establish goals for transition services around such activities.
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| Summer
Camps and Goals for Transition Service |
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Camps are often the favorite pastime for students with disabilities.
Camps offer an opportunity to develop skills in recreation and leisure
activities, but are often overlooked when thinking about transition
goals. Maybe it is time to consider summer camps another site for
implementing transition goals for students with disabilities. Just
a thought!!
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