Secondary transition has been characterized as an activity similar to "herding cats." As one aspect of transition is identified and addressed, three or more issues float to the top. Parents, transitioning youth, and special educators need clarification about transition, and how to go about planning for it while in the midst of it.

Katherine Wittig the VCU-T/TAC transition specialist will present the steps involved in developing measurable post secondary goals.

PEATC director of training, Cathy Healy will guide families and professionals in the foundations of transition and the importance of partnership development.

Using a case study the transition expert will lead the participants in the development of post secondary goals laying the groundwork for transition planning under the IDEA.

Register Online

The Rehabilitation Act of the Workforce Investment Act is a component of secondary transition planning. Vocational Rehabilitation (VR) representatives want and need to be a part of the transition team but often feel like guests at the schoolroom door. Sometimes, it is the easy things that are the hardest. When should a teacher invite VR into the process and what is the role of the VR counselor?

Using a case study, a transition specialist and a VR counselor will walk through the process of identifying services and the timelines for accessing services. Information regarding the age of majority for students who are about to turn age 18 will be introduced.

Register Online

It has long been believed that life long learning belongs to a few academically gifted individuals. In a 21st century information economy, learning never ends. A two or four year college education is for most people the portal to life long learning, where students enrich themselves and grow networks of people with similar fields of interests and desires.

Surveys of parents and students with disabilities reflect a divergent view of life long learning and access to post secondary education. Findings from the National Longitudinal Transition Study (NLTS2)* of students with disabilities find that more than half of youth with disabilities expect that they will continue their education. Unfortunately fewer than a third of parents expect them to do so.

The importance of post secondary education cannot be denied - the higher the educational attainment is for an individual; the higher the annual income is. (USDOL) Emerging models of access to higher education by students with disabilities are challenging traditional thinking. Hand in hand with life long learning is the concern about economic security. About two thirds of students polled by the NLTS2 study believe that they will definitely be financially independent, yet fewer than a third of parents believe this will be true. Traditionally people with disabilities have been socialized to be dependent upon social security benefits. Unfortunately living in poverty is a requirement of being eligible for certain public benefits. Some of the tools and strategies that youth with disabilities and families can leverage to make economic security a reality will be discussed.

Register Online