Chapter 15

process involving the coordination, delivery, and transfer of services from school to post-school agencies

focus the IEP team on secondary curriculum related to post-school success

at age 14, reviewed annually

• details the curricular programming and other supports that will prepare the student for a smooth and successful transition to adult life
• required at age 16

• employment
• adult living objectives
• daily living skills
• functional vocational evaluation

Leading towards adult activities done occasionally, such as registering to vote, filing fo insurance or accessing adult services including, but not limited to social security

An assessment process that provides information about job or career interests, aptitudes and skills. Information may be gathered through situational assessment, observations or formal measures and should be practical

sample different types of classroom responsibilities

spend time at actual community job sites

• functions in an integrated setting with non-disabled co-workers
• earns at or above minimum wage

• earn real wages for real work
• need intensive support to obtain, learan and keep a job

takes advantage of existing commercial opportunities within a community

small group of supported employees organized around a small single purpose business

small group of people with disabilities perform work with special training or jobs supports within a typical business or industry

• placing employees in jobs they want
• Developing jobs with employers in the community

• community based professional who works for a secondary special education program to assure supported employment functions well for clients
• gradually reduces the time spent with training and support

use of naturally occurring signal on what to do next

observing and recording one's performance

comparing self monitored performance with a goal or production criteria

designing, producing, marketing, and shipping of a complete product

purchases salvageable materials then sells the reclaimed product

provide a gamily style living for a small group of individuals

as part of a family unit, the adult with disabilities also has more opportunities to interact with and be accepted by the ecommunity at large

apartments with individuals with disabilities near an apartment with a person without disabilities who can monitor

individuals with disabilities live in the same complex as residents without disabilities

individuals have skills to live on their own 

helping people with disabilities live in the community as independently and normally as they possibly can.

group home or other residence that gives resident help/assistance

discrimnatory treatment and biased reactions toward someone with a disability