Tool 1: Best Practices in Transition Planning

Best practices are programs, initiatives or activities which are considered
leading edge, or exceptional models for others to follow. Many research
studies have been undertaken to identify the best practices in transition
planning. A summary of that information is provided below.

Person-Centred/Person Directed

Involving the child with developmental disabilities in the planning
process in ways consistent with their abilities is an important key to its
success. When the person is engaged in the process and is making choices
about their future, the likelihood of positive outcomes is enhanced.
Having the young person take a leadership role is also a good opportunity
for them to enhance their self-advocacy or self-determination skills. This
is a much needed skill for making the transition to adult life.

The plan focuses on strengths and abilities rather than disabilities and
identifies appropriate activities that are responsive to the child’s needs for
pputting the plan in action. Typically, a person-centred plan should
include the following steps:

• Share background information about the individual.
• Pulling together an energetic team to develop a comprehensive
  personal profile of the individual.
• Identifying a clear, unrestricted vision of success which guides
  the rest of the process. This vision involves the person’s talents
  and dreams, and includes new roles he or she can fill in society.
• Developing the plan.

Include Others

It is important to include parents and/or other family members in transition
planning. Evidence shows that this involvement increases the success of
transition planning. Typically, the parents and family know the child
best and are most able to identify the child’s strengths in putting together
the transition plan. The child’s best advocate is a parent who will likely
have the greatest insight into what their child wants to accomplish.
Parents can also share their child’s dream and help them put it into
action through a transition plan.

It is also important to involve other individuals in the development of
the transition plan. While parents have invaluable insight to their
child’s strengths, abilities, aspirations, and dreams, they may not have a
completely unbiased view of what their child is capable of accomplishing.
Other individuals to consider in forming a transition team could include:
friends, teachers, social workers, current and future community service
providers, post-secondary representatives, employers and/or members of
community business organizations, etc. These individuals can make
invaluable contributions to the transition planning process by helping to
build a network of supports and services that will be needed to make the
transition to adult life.

Identify a Coordinator

A coordinator for the transition planning process should be someone that
the family is comfortable dealing with and could be any member of the
transition planning team. This role could be assigned to a parent or
other family member, or it may be a teacher or other school official if the
plan is being coordinated through the school system.

Typically, the coordinator plays an important role in tying together the
many transition activities that may be happening concurrently; for example,
transition activities in the school system, coordination with the service
system and activities at home and in the community. The coordinator
would play a key administration role by scheduling meetings and recording
minutes of meetings, tracking activities identified for action and following
up on implementation of activities. The coordinator would also be
responsible for writing up the transition plan and ensuring that review
and updating occurs on a regular and timely basis.

Monitor and Update

One of the most important concepts in developing a transition plan is
the need to have the plan reflect the preferences and interests of the
child. It is the responsibility of the transition team and more specifically
the coordinator, to monitor, review and update the plan regularly to
ensure that the interests of the child are central to the process.

These plan “check-ups” should be used to review and update progress on
identified actions, record achievements, identify new tasks or actions to
be taken, and review the goals to ensure they are still consistent with the
child’s interests and preferences. The transition plan is a document that
should be updated and reviewed even beyond the transition itself.

TOOL 2: ROLES AND RESPONSIBILITIES OF TRANSITION PLANNING TEAM

The following information provides suggestions for members of your
transition planning team and responsibilities for each.

Youth

• Attend IEP/transition planning meetings.
• Lead the transition planning meetings, with support as required.
• Share his or her personal preferences, interests, skills, goals, and needs
  with the team (with support, as needed).
• Ask questions and provide information to the team on various issues
  that he or she wants to address, such as wellness, medical, social, sexual,
  financial or guardianship issues (with support, as needed).
• Assume responsibility for working towards his or her goals and
  completing the tasks listed in the Transition Plan.

Parents or Guardians

• Attend IEP/transition planning meetings.
• Prepare their son/daughter for participation in the process.
• Support their son/daughter’s leadership role in the process.
• Lead transition planning meetings where possible and desired.
• Provide valuable insight into the background and values of their family.
• Share their son/daughter’s and their own preferences, interests, skills,
  goals, and needs.
• Focus the team’s planning on the youth’s and family’s needs and goals.
• Provide their son/daughter with opportunities to learn and practice the
  foundation skills, such as problem-solving skills, assertiveness, selfadvocacy,
  and stress management skills that support active participation
  in the transition planning process.
• Provide information on the programs and support services that are
  accessed by and available to their son/daughter.

Transition Coordinator

• Coordinate and schedule meetings.
• Manage the paper work and maintain a transition file that contains
  assessments, the IEP/Transition Plan and related materials.
• Keep the planning session focused.
• Resolve conflicts.
• Monitor the progress of the IEP/Transition Plan.
• Obtain commitment for follow-up action and ensure that all participants
  are clear on the specific tasks/actions they are to undertake.
• Coordinate the writing and implementation of the IEP/Transition Plan.

Special Educators

• Attend IEP/transition planning meetings.
• Listen to the youth's vision and identify his or her needs.
• Ensure that referrals are made to the appropriate community
  service agencies.
• Ensure that the youth’s and family’s needs and goals are articulated,
  understood and used to drive transition planning.

General Educators

• Attend IEP/transition planning meetings.
• Consult with the planning team on education opportunities, graduation
  requirements and assessments, and on the youth’s progress and support
  needs.
• Help identify and analyze post-secondary education opportunities.
• Provide instruction to the youth on the knowledge and skills required
  to support a successful transition to adulthood.
• Support an inclusive environment for the youth with developmental
  disabilities.

Vocational Specialists

• Attend IEP/transition planning meetings for students who require
  vocational training or placement.
• Help identify and analyze relevant pre-employment and vocational
  training programs.

Social Workers, Service Providers and Other Community Members

• Attend and contribute to IEP/transition planning meetings.
• Provide support services in community settings.
• Provide the youth with cultural support and connection where possible.

Other Family Members, Friends and Advocates

• Attend IEP/planning meetings as appropriate.
• Share information on the youth’s and family’s preferences, interests,
  goals and needs.
• Assist and support the youth and his or her family as they discuss
  their needs and goals.
• Focus the team’s planning on the youth’s and family’s needs and goals.
• Provide informal home and community experiences and supports,
  if possible.

TOOL 3: TIPS FOR DEALING WITH AGENCIES AND PROFESSIONALS

Tool 3a: Contact Information

Use this table to help keep track of information from your conversations
with individuals along the way.

Tool 3b: Tips When Meeting with Agencies or Professionals

• Make an appointment to discuss issues. Don't try to have a "conference"
  with the teacher, for instance, while picking up your child.
• Before the meeting, jot down what you want to accomplish, what
  questions you have, what you want for your child.
• If you feel apprehensive or uncertain about a meeting, take a friend
  or peer advocate along with you.
• When you talk with a professional take notes. It is easy to forget
  important information. Or take someone with you who will take
  notes for you.
• Expect, and ask for, written reports of important information, such as a
  summary of decisions made at a meeting, progress of your child, etc.
  Keep all reports and information in a file (notebook) for future reference.
• Be prepared to give concrete, useful information about your child
  rather than vague generalities. Describe what your child can or can
  not do. It helps to jot down things you think are important. It's
  easy to forget, so get in the habit of keeping records.
• Be assertive, rather than passive or aggressive. Express your needs
  clearly and directly; state what you believe your child needs, stick
  to the facts, avoid accusations and finger-pointing. Use expressions
  like, "I feel," "I believe," rather than "you always" or "if only you would."
• If you do not understand what is being said or do not understand
  some of the terms being used, ASK to have them clearly explained.
  Keep asking until you understand.
• When a problem arises, concentrate on a problem-solving approach.
  Avoid blaming and excuse making. Approach the problem, not the
  personality of the person. Don't accept excuses, but try to get a
  plan developed which will solve the problem.

Tool 3c: Telephone Tips

• Always have a pen and paper with you before calling an agency. It
  is a good idea to keep information in one place such as a notebook.
• State who you are and where you live.
• State the reason you are calling:
  • I'm calling for information about ...
  • I would like to make an appointment for ...
  • I was told to call your office by (give the person’s name) from (agency).
  • I am returning (name)’s call for (reason)...
• Ask if there is a specific person within that agency that you should speak
  to. Write down that person's name and phone number so that you may
  contact them directly. This way you will be sure you are talking to the
  right person and, hopefully, you will not have to repeat your whole
  story! Then contact them directly.
• Be prepared to describe what you or your child needs and what services
  you think the agency can provide. Ask if the agency has pamphlets or
  booklets that describe the services of the agency. Any written information
  is useful. The person helping you may need income or insurance
  information, names of pediatricians, health clinics, or case managers,
  social insurance numbers, etc. Have this information (your notebook) in
  front of you.
• Take brief notes of your conversation so that you may ask questions. Be
  assertive and polite. If you do not understand what is being said, repeat
  what you do understand and ask the person to clear up any misunderstandings,
  or if needed, ask the agency for employees who are bi-lingual
  /cultural and ask to speak with them.
• Follow-up
  • Find out if and when you need to call back.
  • Let staff know times that are best for them to reach you.
  • Write down any appointments or office visits that you need to make.
  • Double check the address and business hours of the agency.
  • Find out what papers, documents or other information you will need
    before you contact the agency again.
  • If the agency is sending information to you, ask when you should
    expect to receive it.

Tool 3d: Telephone Interview Guides

When you are starting your cold calling and search for service providers,
start with access agencies that can refer you to other organizations.

Sample Telephone Script for a parent’s conversation with an access
agency:

"Hello, this is _____________________. I am a parent of a youth who is
_______________ (for example, exploring career options, or interested
in a program). I am looking for information to help in planning for my
(son’s or daughter’s) future.

I found your organization through _____________________________ (for
example, another agency, another parent, a publication) and I am
interested in learning more about what services you provide (or what your
organization does). Please tell me about your agency/organization.

Could you tell me who in your organization I should talk to for more
information?

Do you have a website or any written materials describing your agency (or
organization) that you could direct me to?

If you have written materials, could you please send them to me
_______________________ (your name) at ___________________
(your address).

Who do you serve?

What services do you offer?

How does one get involved with your agency/organization?

Are there special eligibility or admission requirements?

How does one apply?

Are there costs involved in participating in your agency’s or organization’s
programs?

If so, how much are they?

My child is ___________(their age) but I am trying to get organized early
for their transition to the adult life. Do you offer any short term supports
to help us understand the system better or help us begin our transition
planning process?

Is there a case coordinator that could be assigned to us to help?

Do you know of any transition planning agencies that could provide us
with this support?

Do you have any ideas about how your agency or organization might help
meet a need such as: (Describe a “specific problem or need” that you
might have, for example: youth has a developmental disability and
needs assistance changing buses; teen parent with a learning disability
needs child care so that she can go to work after school; and so forth.)

Could you refer me to some other people, agencies, or organizations that
might offer some services to meet this need?

Do you have a newsletter for parents?

Are there parent groups at this agency or another agency that I can join?

Can you put me in touch with another family that has recently gone
through transition planning that could share their experiences with me (a
mentorship)?

Thank you for speaking with me today. This information is very helpful in
planning my (son’s or daughter’s) future as a member of our community.

Sample Telephone Script for a parent’s conversation about
community programming (for example - through Parks and
Recreation):

“Hello, this is _____________________. I am a parent of a youth who is
interested in a recreational program.

My child is ___________(their age) and I am trying to find programs to
help connect them to the community.

Do you have any ideas about how your organization might help meet a
need such as: (Describe a “specific problem or need” that you might
have, for example: youth has a developmental disability and needs to
learn how to swim or needs to make a connection to their community).

Could you tell me who in your organization I should talk to about this?

Please tell me about your available programs.

Do you have a website or any written materials with course descriptions
that you could direct me to?

If you have written materials, could you please send them to me
______________ (your name) at ___________________________
(your address).

Are there special eligibility or admission requirements?

How does one apply?

What are the costs involved in participating in your organization’s programs?

If so, how much are they?

Do you have flexible rates?

If personal support is required to participate, do you provide it?

Could you refer me to some other people, agencies, or organizations that
might offer some services to meet this need?

Thank you for speaking with me today. This information is very helpful in
enabling my (son or daughter) to participate as a member of the community."

TOOL 4: TIMELINE OF ACTIVITIES

Section 7 contained a timeline chart listing the activities that were specific
to parents. This chart provides a more comprehensive listing of activities
for both parents and children.

Age 0-2

• Encourage language and communication. Assist your child in
  learning some means of communication – the more vocabulary
  that is understood and expressed the better.
• Obtain a birth certificate and/or proof of citizenship.
• Begin financial planning. Set aside money to assist your child
  when he or she makes the transition to adult living.
• Apply for the Canada Child Tax Benefit and the Universal Child
  Care Benefit.
• Apply for other federal benefits for children with disabilities, as
  appropriate based on eligibility requirements.
• Start a file for records. Start keeping track of records related to
  your child and add to the file as they progress through the various
  stages of their lives – things like medical records, assessments,
  report cards, community certificates, records of completion, etc.

Age 3-6

• Involve your child in social activities. Enroll them in preschool,
  religious education, co-operative play groups, and/or day care so
  that the child gets experience socializing with others – those with
  and without disabilities.
• Have your child participate in leisure activities so they can begin
  to understand their likes and dislikes.
• Invite families with children your child’s age to your home to play.
• Teach your child everyday skills like brushing their teeth.
• Teach your child about their disability. Teach them self care skills
  related to their special needs.
• Make sure your child has an effective communication system
  (words, pictures, gestures or sign language).
• Give your child household chores that match their abilities.
• Begin giving your child choices so they can learn to make decisions.
• Teach your child the consequences of their behaviours and their
  choices.
• Seek inclusion. Consider very carefully what type of schooling your
  child will receive. Make sure that he or she is included as much as
  possible in the typical school program. Regular kindergarten in
  your neighborhood school should be the first option to explore.
• Talk with parents of children with and without disabilities. Begin
  developing a network of friends and supports early.
• Apply for Special Services at Home through the Ministry of
  Community and Social Services.

Age 7-11

• Assign your child regular chores as part of the family’s activities.
• Provide them with an allowance.
• Allow your child to choose how to spend some or all of their
  allowance.
• Let your child make mistakes.
• Teach your child to speak up for themselves.
• Involve your child in neighborhood and community activities,
  such as scouts, swimming lessons, story hour at the library etc.
• Wherever possible, allow them to participate without you.
• Encourage hobbies based on your child’s interests and strengths.
• Teach your child life skills, such as money management, shopping
  skills. Make your child responsible for good grooming and allow
  them to choose which clothes to wear. Teach your child to make
  simple meals.
• Allow your child to complete homework assignments as independently
  as possible. Let them tell you when they need your assistance.
• Explore communication systems that support language and literacy
• Teach your child their personal information such as address, phone
  number, etc.
• Introduce your child to the public transit system.
• Begin sex education. As your child grows and matures, help him
  or her to understand human reproduction and sexual development
  as a normal part of growing up.
• Begin asking your child what they want to be when they grow up.
• Develop a vision for your child for life after high school.
• Help your child talk directly with doctors and other service providers.
• Network with others who have recently experienced transition
  planning.

Age 12-16

• Have your child advocate for themselves.
• Encourage your child to join teams and clubs at school.
• Have your child continue their involvement in activities outside of
  school as well.
• Encourage your child to hang out with friends.
• As appropriate, encourage gradual moves toward greater personal
  independence and self-care.
• Discuss sexuality with your teen.
• Allow your child to help in the preparation and cooking of meals.
• Open a bank account for your child, if you haven’t already done so.
• Encourage your child to get to places in the community on his/her
  own by using the public transit system, walking, making arrangements
  with friends.
• Include your child in meetings about their education through the
  IEP process and transition planning.
• Continue to talk about career interests that are consistent with
  your child’s interests and strengths.
• Consider carefully your child’s options for high school education.
  Encourage community based job training and life skills if these are
  appropriate activities for your child. Involve your child in all
  decision-making.
• Take a look at the Ontario Skills Passport website for helpful
  information on developing employment skills at:
  http://skills.edu.gov.on.ca/OSPWeb/jsp/en/login.jsp
• Have your child do volunteer or paid work in the home, neighborhood
  or community. Assist your child in developing good work habits.
• Look into the Assistive Devices Program for support with
  communication technology

Age 17-21

• By age 17, obtain a diagnosis of disability in preparing for the
  Ontario Disability Support Program (ODSP) application. Your
  child’s pediatrician can be helpful.
• Encourage your child to find a job in the community or to pursue
  post-secondary education or training.
• Have your child become a mentor for younger children just entering
  high school.
• Find out about community programs for adults that match your
  child’s leisure or athletic interests.
• Apply for the Passport Initiative
• Support your child in establishing an appropriate living
  arrangement such as attendant services and supported
  living options.
• Have your child prepare meals for the family.
  Encourage your child to practice budgeting and
  banking skills.
• Contact the Office for Students with Disabilities on
  campus of a college or university your child is interested
  in pursuing.
• Contact Ontario Disability Support Program (ODSP) for
  Income Support before age 18.
• Contact ODSP Employment Supports for help with job
  search and training.
• Contact your local service agency for resources and
  training opportunities.
• Take on the role of coach on the sidelines and let your
  child become the decision maker.

TOOL 5: CREATING MY VISION

Use this form to develop a vision for your child. To the extent possible, have your child answer
the questions themselves or have another family member or friend help them with their
answers. You should review this periodically as your child’s preferences, interests, likes,
dislikes and abilities are bound to change from one year to the next.

TOOL 6: YOUR TRANSITION TEAM

This form provides examples of the types of individuals you may want to include on your
transition team. By no means do you need to include someone from each category. Once
you have picked your team, revise the form so it reflects your transition team.

TOOL 7: YOUR CHILD’S PROFILE

These two tables can be used to help build your child’s profile

Characteristics and Qualities

To the extent possible, have your child complete Tools 7a and 7b. The questions are written
as if speaking to your child. List as many points as you can think of in the boxes on
the right. Your child can complete this profile alone if possible, but it is helpful to also ask
a family member or other important person these questions to find out how they see
things. The information from the vision exercise may be helpful to use here as well.

Services and Supports

On this table, list the supports you use now and those that you will need in the future.

TOOL 8: YOUR FAMILY PROFILE

You may choose to use this worksheet to identify the services and supports you will need
as your child transitions to adulthood.

TOOL 9: SETTING YOUR GOALS

To help you set your goals, 11 goal categories are listed in the following table. Beside the
categories that are important to you, write down your short-term goals (six months to one
year) and your long-term goals (one to five years). It may be helpful to work with your
parent(s) or guardian(s) in setting your goals as they may have suggestions and insights.

TOOL 10: TRANSITION PLAN TEMPLATE

Use this form to bring the information from the previous exercises together to establish
your transition plan.

TOOL 11: AN ACTION PLAN

Use this form to summarize the actions identified in transition planning meetings. This
list can then be used at the next meeting to make sure your activities are moving along as
planned and you are accomplishing the tasks you need to as you move forward. Make
copies of this chart to fill out, for each of your goals.

Date and place of today's meeting:

When and where will the next meeting take place?

TOOL 12: SAMPLE TRANSITION PLANS

For a Youth with High Needs

For a Youth with Moderate Needs