Preparing for

Transition: What you

need to know
LORI TSCHETTER, DHS/DRS
JAY WALSH, KANE COUNTY TRANSITION PLANNING COUNCIL

What is transition?

What will I do when I no longer go to high school?

Where will I work in the future?

Do I go on to college and what should I expect and prepare for?

Where will I live?

Who is going help me along the way and after school?

What will I do for fun?

How will I get there?

What will my family do while I am home?

Do I have enough money to buy and do the things I want?

All of this and more is what transition is all about. It is a

whole life plan to prepare for life after school.

US Department of Labor
A July 2016 report estimates that the labor
force consists of only 20.6% of people with
disabilities. This is compared to 69% of
people without disabilities.

Transition and the IEP

Any student with and IEP in Illinois will have a transition plan (TPG) starting the year they turn
141/2 . The plan must be updated at least annually. The TPG most often is part of the IEP but can
be a separate meeting in some cases. The TPG is a long range plan to guide students, families,
educators and professionals. The plan will have some yearly objectives and will be incorporated into
the IEP to some extent. It may be helpful to use the TPG as a guide and touch stone for the IEP
itself. It is developed by the IEP team which includes the student and family. Students must be
invited to the transition planning meeting. Students should be actively involved in the transition
and IEP process (D. West, T. Grossi 2011)

Transition services are intended to prepare students to move from the world of school to the world of
adulthood. They are a coordinated set of services and activities to move from school to adulthood.
Area considered are Post secondary education and/or training, Employment, Independent living
skills, and community participation. These must include the students Transition services are based
on the students needs and must take into account his or her preferences and interests.

Ask your teacher or school about this document and how it relates to you or your students future
and educational plan.

Definition of Transition Services:

300.43 Transition services.

(a) Transition services means a coordinated set of activities for a child
with a disability that
(1) Is designed to be within a results-oriented process, that is focused on
improving the academic and functional achievement of the child with a
disability to facilitate the childs movement from school to post-school
activities, including postsecondary education, vocational education,
integrated employment (including supported employment), continuing and
adult education, adult services, independent living, or community
participation;

TRANSITION DEFINITION CONT.

(2) Is based on the individual childs needs, taking into account the childs
strengths, preferences, and interests; and includes
(i) Instruction;
(ii) Related services;
(iii) Community experiences;
(iv) The development of employment and other post-school adult living
objectives; and
(v) If appropriate, acquisition of daily living skills and provision of a
functional vocational evaluation.
(b) Transition services for children with disabilities may be special
education, if provided as specially designed instruction, or a related
service, if required to assist a child with a disability to benefit from special
education.

The TPG:

The TPG includes documentation of transition assessments (tells what you

know, where your going and what you still need to some help with)

Course of study for this year and the future

Transition Activities and Linkages

The students measurable transition goals in the areas of:

Employment (always)

Post-Secondary Education and/or Training (always)

If appropriate:

Independent Living Skills (in most cases)

Community participation

Transition Activities with examples:

Instruction

(e.g. tutoring, skills training,

prep for college entrance exams,
accommodations, adult basic ed. etc.)

Related Services

(transportation, social
services, medical services, technology, support
services etc.)

Community Experiences

(job
shadow, work experience, banking, shopping,
transportation, tours of post-secondary settings
etc.)

Development of Employment and other Post-School Adult

(career planning, guidance

counseling, job try outs, register to vote,
adult benefits planning, etc.)
Living Objectives

Appropriate Acquisition of Daily Living Skills and or

(e.g. self-care,
home repair, home health, money
management, independent living, job and
career interests, aptitudes and skills etc.)
Functional Vocational Evaluation

Linkages to After Graduation Supports and Services

(DRS, DMH, DSCC, PAS, SASS, SSA,

DHCFS, College Services, WIC, CILS etc.)

Teamwork:

Transition planning is a collaboration. The student and

family will also have goals included in the plan. Person
centered planning and self determination are key
components of transition planning. Strong partnerships
are a key to success in transition planning. Transition
plans can be reviewed throughout the year. The
student and family need to be a strong voice in the
process.

Prepare for a change:

After exiting the school system special ed. no longer exists

Entitlement vs Eligibility (school vs adult services)

Little funding

Students must self disclose their disability

They must advocate for their own needs and services

Families are not automatically included in the process and are only
included at your students discretion.

Services are not all in one agency so coordination is key

Connect to future services while still in school

Just a little more explanation:

Eligibility VS Entitlement

Elementary and secondary school entitlement programs. You are entitled to a free and
appropriate education. Schools must provide the education and services for students.

Eligibility is what almost all adult service fall under.

In this type service the person receiving assistance has to be very accountable.

Service must be requested and the receiver of services must prove a need and eligibility. In
entitlement programs services are just given as needed.

The receiver of services needs to be accountable. Follow through is important. Services can
be discontinued in eligibility programs.

Contact must be maintained and be consistent. It also must be from the client themselves
and not a parent or caregiver.

Another difference is participation. Client must engage and participate.

WHAT DO I DO NOW???
Now is the time to ask what you, your student, and
the team need to do to prepare.
The following will give you some timeframes and
highlights of what you can do for your student to
the most successful transition into adulthood.
It is never to early to start and focus on the future.
A transition checklist for youth can be found at:
http://www.illinoislifespan.org/wp-content/uploads/2012/02/Transition-Checklist-for-Teens-from-ICAAP.pdf

Elementary Years

Have high expectations.

Introduce the concept of work into everyday

activities at home and school.

Talk about different types of jobs to build

awareness.

Create self-care and daily living skills and

routines.

Focus on human relationships and develop

good social skills at home and school.
Explore vocational opportunities at the
upper grade levels and beyond that are
available.

Make your child a productive part of the household,

introduce chores and an allowance.

Promote the students Self advocacy and self-determination

skills.

Explore support services, benefits and advocacy groups for

now and the future. Become involved when possible.

Explore use of assistive technology, and personal

accommodations for the classroom and beyond.

Explore recreation options and support. Help to build

Ages 10 to 14

Have high expectation. Keep raising the bar.

Have personal accountability.

Plan for high school years. 4 years, 5, a transition

program, college prep. Can I fit it all in in 4 years with
out being overloaded?

Begin Career Exploration: read about jobs, ID jobs,

match skills needs for jobs, visit jobs etc.

Support the teachers efforts to provide job training as

part of the school program.

Find out the types of education program options such as

inclusion, vocational, combination, etc.

At home parents can also help their children explore

careers by chores around the house, volunteering in the
community and participating in community service
projects.

Attend a Transition Planning Committee (TPC) meeting for

your area.

See that vocational training is built into your childs IEP

(Individual Education Plan).

Explore recreation and leisure interests.

Attend every IEP meeting or have your input known.

Find out how funding sources (e.g. Department of Human

Services), Case Coordination Agencies (e.g. DayOne/PACT,
Inc.) and financial assistance programs (e.g. Social
Security) can benefit you.
Assist student in understanding his/her disability, how it
impacts
everyday living, how to advocate for him/her self. Develop
independent living skills.

Age 14 to 16

Continue discussing with student about

disability history,

disability pride and Independent Living

philosophy.

Identify independent living skills needed

to manage

disability/health issues at home and in the

workplace
Discuss with student he or she is expected
to go to work and you are working to help
him or her be prepared for working.

Provide students the opportunity to learn selfdetermination skills.

Conduct person-centered planning with student, family,

and friends.

Discuss transportation for the future.

Focus on home and in school jobs

Self Care: this can impact employment, social relationships

and other areas of your life as you grow up. Have high
expectations for self care. Take responsibility now.

16 to 18

Continue to learn about personal

accommodations and how to request them in
various settings.

Start to be responsible for own money. Yes they

may lose it sometimes. Keep the bar high.

Begin to consider and research guardianship and

its alternatives.

Focus on job interests and community job trials.

Get a part time job.

Start to consider social security benefits and

understanding eligibility criterion

Make referral to DHS/DRS and invite to IEP

meetings

Look at college testing, applications, and programs

Start planning and expanding personal recreation and

social options

Look at transportation options, needs and supports

Complete a PUNS form if eligible with DayOnePact.

Actively participate in meetings and promote self

determination and youth leadership skills.

Emphasis social skills:

http://www.pacer.org/transition/resource-library/publicatio
ns/NPC-47a.pdf

Guardianship and Alternatives:

Age of Majority: Is turning 18 a magic

number?
18 students legally becomes an adult.
Have the right to legally make decisions
for themselves.
Providers must recognize them as adults
and maintain confidentiality even from
parents without legal documents
requested and signed by the student to be
included in the decision making process.
Each agency has different paperwork
requirements.
Will your students ask for your help or
make random decisions.
There are protections for your student.
Explore all your options and determine
what is best for you and your family. There
are pros and cons to any choice.
Any law applies to anyone. Some extended
protections are also available if the person
has a documented disability.

GUARDIANSHIP OF THE PERSON: LEGAL ACTION TO STATE

THE PERSON IS NOT CAPABLE OF MAKING THEIR OWN
DECISIONS. MUST BE PROVEN IN COURT.

GUARDIANSHIP OF THE ESTATE: LEGAL ACTION DECLARING

THAT PERSON IS NOT CAPABLE OF MAKING DECISION ABOUT
FINANCES, AND RELATED TOPICS. COURT ACTION REQUIRED.

LIMITED/TEMPORARY GUARDIANSHIP: GENERALLY A COURT

ORDER FOR A SPECIFIC TIME OR EVENT. THIS MAY INCLUDE
AN INHERITANCE, MEDICAL PROCEDURE ETC.

DURABLE POWER OF ATTORNEY: CAN BE FOR MEDICAL,

FINANCIAL, PROPERTY, ADVOCACY AND DECISION MAKING IN
MEETINGS. IS REVOCABLE AND DOES NOT REQUIRE LEGAL
ACTION BY THE COURT. MANY FREE FORMS ARE ON LINE.

COSIGN/JOINT ACCOUNTS: FINANCIAL ACCOUNTS OR

MANAGED FINANCIAL ACCOUNTS WITH SPECIFIC LIMITATIONS.

TRUSTS AND REPRESENTATIVE PAYEE'S:

HEALTH CARE SURROGATE ACT AND LIVING WILL ACT:

MENTAL HEALTH TREATMENT PREFERENCE DECLARATION ACT:

CAN APPOINT SOMEONE TO MAKE DECISIONS PRIOR TO
WHEN IN NEED.

Here are some resources to help in

the decision making process.
http://www.tsalliance.org/pages.aspx?content=62 Written by
Teresa Varnet
https://www.dhs.wisconsin.gov/publications/p2/p20460.pdf In
depth discussion
http://www.autismafter16.com/content/huic-nostrud-typicus-ra
tis-quadrum
http://www.disabilityrightsohio.org/faq-guardianship
http://www.americanbar.org/groups/law_aging/resources/guardi
anship_law_practice.html
An overview for lawyers but may help families as well.

18 to 22

Apply for SSI (Supplemental Security Income) and

Medicaid. Learn about work incentive programs
through Social Security.

Males register for selective service.

Establish legal guardianship only if considered
necessary. This should be determined based on the
best interest of your child. Consultation with a
lawyer specializing in disabilities and guardianship
is recommended.
Explore options for future planning or estate
planning.

Travel training

Education and training planning.

Introduce budgeting and the real cost of living on your

own.

Register to vote. It is your right.

Find employment that matches your personal interests, not

your families or professionals. Make sure the hours work
for your transportation methods.

Have a plan for medical and health coverage. Apply for

Medicare as well as this is the payment source for most
adult services. Look at Adult Disabled Child act for your
family insurance.

Schedule and keep personal and professional

appointments.

Transition

Set the bar high

No one has a magic wand to make this happen
Students and families are responsible
Work as a team
Look at progress
Keep communications open
Look at all the options
Know your support system
This is a whole life plan:
Work, live and play

ADA VS IDEA
Services out of high school including college are under
ADA/504
These mostly are for accessibility
Must limit one or more Major Life Functions
Proof can be shown with:
Medical Need from Doctor
Clinical Psychologist
Some school records
IDEA provides services that are needed in many areas
including accessibility
This can be a shock to many students and families when
moving into the adult service arena.
Here is a link to see some of the differences:
https://eosc.edu/sites/www/Uploads/files/Downloads/IDEA%
20vs%20ADA.pdf

POST SECONDARY EDUCATION? WHAT WE NEED TO KNOW.

You must self disclose your disability and ask for specific assistance. No your family
cannot do this for you.
You must navigate and follow a schedule independently.
Self management is key.
Become involved socially through activities and campus groups.
What assistive technology do you use or could help you be successful.
Accommodations can be denied by instructor if they feel it impacts the curriculum.
There are generally no or limited assignment modifications. Hopefully, they use
principles of Universal Design for Learning.
Check out the HEATH Center for many helpful modules relating to the college
experience and what to expect. https://heath.gwu.edu/node/134
Pacer Center checklist:
http://www.pacer.org/transition/resource-library/publications/NPC-49.pdf
Also check out Think College website. http://www.thinkcollege.net/

MORE INFO ON POST SECONDARY EDUCATION.

Institutions are expected to give reasonable accommodations. Among

the accommodations which postsecondary institutions can make are:
(Removal of architectural barriers Interpreters Note takers Assistive
Technology Extra time on tests and assignments (Time and a half in
most cases) Tape recorders )
The emphasis of the ADA is on accessibility for those who wish to pursue
education at the postsecondary level. There is no obligation on the part
of a college to make fundamental changes in its courses for students
with disabilities
Gaston College. (2015, May). Student guide to disability polices and procedures.
Retrieved from http://www.gaston.edu/counseling-career-development/wpcontent/uploads/sites/23/2016/01/StudentDisabilityGuide_0515final.pdf

Adult Services
Many based on self determination and person centered planning:
The student/client decides and directs
Many care and support programs are based on Medicaid Waivers
Recipient must be Medicaid Eligible and based on primary diagnosis at the time
Access to most state waiver programs are though the PAS Program.
For students with DD this is based on the Priority of Urgency of Need for Service
(PUNS)
IQ of 70 or below before the age of 18
ICAP score of 70 or below
ASD has another criterion dealing with impact to major life functions
Accessed regionally through DayOne/Pact
Mental Health waivers
Must have a hospitalization and a DSM diagnosis of mental health impairment
PAS is done by the service provider
For more waiver program information visit:
https://www.illinois.gov/hfs/MedicalClients/HCBS/Pages/default.aspx

Adult Services:
Each agency has its own application and requirements

DHS/DRS

Illinois Department of Human

Services is the umbrella
agency for many adult
services.
DHS-Division of
Rehabilitation services:
Work/Vocational assistance
with local offices regionally

Can assist with college for

careers

Job training and development

Developmental
Disabilities

Mental Health

DHS- Mental Health

DHS-DD

Provides referral to local

agencies

Information, referral and

administration

Local agencies:

The Association for Individual

Development, Ecker Center,
Mental Health Board, etc.

Local PAS agencies are

DayOne/Pact, Community
Alternatives

Children and Adult services

Adult Services cont.

Centers for
Independent Living
(CILs)
Can help coordinate services

Medical

Provides advocacy and

training

Youth leadership

Referrals

Local agency is AIM CIL

http://aim-cil.org/

DIVISION Of Specialized care

for children DSCC:
http://dscc.uic.edu/

Plan for transition to adult

medical care

Plan insurance coverage

Adult dependent care:

http://www.illinoislifespan.org/wpcontent/uploads/2015/12/HEALTHINSURANCE-FOR-ADULTDEPENDENTS.pdf

Medicaid application should

be completed

Advocacy Groups
Become involved in you regional
advocacy and support groups.
Many in specialized areas:
Youth Advocacy, ARC of Illinois,
ASD groups, etc.

Other areas to remember?

Benefits Planning

Transportation

This can make or break employment

Provides more freedom and self direction

Many options through RTA:

https://www.rtachicago.com/rider-resources

Travel Training through RTA, free and

reduced rides, door to door
transportation
Marion Joy Drivers Rehabilitation:

Recreation

http://www.marianjoy.org/MARTI/Driver-Rehab
ilitation.aspx

Local programs like Ride In Kane, Pilot 1,

and TIDE.

Senior Transportation is available to

people with disabilities as well.

and Programs

Local Park Districts: generally

have ADA accessibility
options as well

ABLE Act

Special Needs Trusts

Special Rec Programs offered

regionally

OBRA 94

Ticket to Work

Youth Groups, Big Brothers

and Big Sisters, Best Buddies,
etc.

Work Incentives and Planning

Program (WIPP):

Check local church, sport and

youth groups

http://www.dhs.state.il.us/page.aspx?it
em=32448

Affordable care act

Private Agencies
There are many private and
non for profit agencies to
assist you also.
Some focus on work
Some for residential
Some on mental health
Know what you need

Social Security

2 main types of support for people with a disability

SSA will evaluate both during the application process

SSI: Supplemental Security Income

Can be a good bridge to employment

Does not need to stay forever

SSDI: Social Security Disability Income

Both have different requirements and restrictions

There is a need to know what type you recieve

SSI VS SSDI
SSDI

SSI

Is a welfare program

This can be the individuals work history

In some cases it can be for a family

member or deceased family members
account. This is determined by SSA

Can have higher income and resources

with SSDI

Medicare is generally connected in a

separate application

Asset limit of 2000 dollars total from all sources

Impairment must impact your ability to work

Prior to 18 income is based on family income.

18 and over is based on the individual even if living at

home.

Based on years of work and what has

been added to SSA through work

Focus on ability to work

Fair share or in kind: what is paid for living at home

A bridge to working

Note: when making application think if student was alone out of your home, compare to
others without a disability of the same age and in the same situation. Think of the worst day
and be honest about your child's needs and independence. No reminders or assistance.

SSI Work Incentives:

The system is complicated and income must be reported monthly

For more information:
https://www.ssa.gov/redbook/eng/ssdi-and-ssi-employments-supports.htm
Suggest contacting Benefits Planning Specialist for review through DRS
Earned Income Exclusion: More can be earned while in school
Impairment Related Work Expense (IRWE):
Expenses for work can be deducted and increase income without losing benefits.
Transportation, Medications, Clothing and equipment are eligible expenses if needed for
work. Must be turned in monthly with pay stubs on approved forms.
After exiting school for every 2 dollars earned 1 dollar is deducted from SSI benefit check.
(IRWE can effect some of that)
Plan for Achieving Self Sufficiency (PASS):
This is for larger purchases needed for work and would make the income and assets above
allowable levels.
An example would be a car. Saving with a PASS plan you could have more then 2000
dollar in bank account.
Plan must have prior approval and review from SSA.
Speak to your case worker for more information.

Resources:
http://www.dhs.state.il.us/page.aspx?item=29733 Illinois Department of Developmental
Disabilities'
https://www.dhs.state.il.us/page.aspx?item=29764 DRS
http://www.kcdee.org/ Kane County Department of Employment and Educations
https://www2.illinoisworknet.com/ Illinois Work Net
http://www.dayonenetwork.org/ Day One Pact
Adult Agencies
http://www.donkainc.org/ Donka Inc.
http://www.the-association.org/ AID
https://ray-graham.org/ Ray Graham
http://www.clearbrook.org/page.aspx?pid=408 Clearbrook Center

Resources
Mental Health
http://www.eckercenter.org/ Ecker Center
http://www.the-association.org/ AID
http://www.kanecountymentalhealth.org/ Mental Health Board
Estate Planning
http://www.markrussellattorney.com/ Mark Russell
http://www.ssvlegal.dreamhosters.com/ Spain, Spain and Varnet
http://protectedtomorrows.com/ Protected Tomorrows
http://www.rubinlaw.com/ Brian Rubin

Resources
Information and Advocacy
http://www.equipforequality.org/ Protection and Advocacy
http://www.illinoislifespan.org/ Information and referral website
http://www.thearcofil.org/ ARC of Illinois
http://www.hdadvocates.org/ Health and Disability Advocates
Links to Services Disability and Advocacy Resource List
Client Assistance Program CAP Program through DHS

Resources:
Developmental Disabilities Services
These agencies address the specific needs of people with developmental
disabilities. They advocate for community inclusion and access to Illinois disability
services.
Division of Developmental Disabilities - Illinois Department of Human Services
Illinois Council on Developmental Disabilities (ICDD)
Support Waiver for Children and Young Adults with Developmental Disabilities
Residential Services for Children and Young Adults with Developmental Disabilities
Adults with Developmental Disabilities - Home and Community Based Services (HC
BS) Waiver
The Arc of Illinois
Disability & Rehabilitation - Illinois Department of Human Services
Kane County Transportation
http://www.rideinkane.org/ Ride in Kane
See also Pace website for additional options