Meet Transition Mandates with Transition 2 Life  What happens when your child graduates from high school with a diploma but no functional skills to live as an adult?  Meeting all the requirements for graduation can be daunting for students with special needs and their parents. The push for a diploma can overshadow the need to teach adult living skills when students feel too overwhelmed with algebra and science to worry about grocery shopping or traffic laws. But, what happens after high school? Searching for a life skills program for her son’s school, Susan Traugh found nothing for high functioning special needs teens that was both informational and appropriate. So, she wrote it.  Transition 2 Life and, later, Daily Living Skills were born.   Both programs provide skills to help young people transitioning into adult living. Each meets federal mandates for transition services and national Indicator 13 guidelines. They are written on a 3rd/4th grade reading level to provide independent use whenever possible but are written with teen sensibilities in mind. The books have light, airy pages with lots of bullet-point information and lessons are 2-3 pages long with a short quiz or activity following so that teachers or parents can easily test comprehension. Grade checklists are provided for students and Parent Letters are included so families can understand the goals the teachers are pursuing so that they may provide support whenever possible. Written ITP (Individual Transition Plan) goals are provided and aligned to every workbook. ...

Susan Traugh created Transition 2 Life and Daily Living Skills programs to help special needs teens learn functional adult skills.

Transitioning 2 Life Skills – From HS to Adult

In pursuit of a degree you learn many things, some useful, some not so useful. While in pursuit of my degree I learned a great deal about Autism. Autism is a complex developmental disability that is often misunderstood. There are so many misunderstandings and myths out there about Autism that I would like to share with you what my degree taught me about Autism.  Autism is a developmental disability that usually presents itself in the first three years of life. A parent might first recognize it in a toddler by their lack of eye contact or disinterest in interacting with family members. The condition is the result of a neurological disorder that impairs normal brain function and causes a change in the development of a person’s social interaction and communication skills.  Autism is a wide-spectrum disorder, which means that it can present itself in many ways. No two people with Autism will have the same exact symptoms. Some people with Autism will have only a few mild symptoms, while others will have more severe symptoms. Someone with a milder form of Autism might simply seem socially clumsy where someone with a severe form of Autism may not be interested in interacting socially with other people at all.  An Autistic person often struggle with empathy and lacks the ability to understand the feelings of others. Someone who spends a lot of time talking to an Autistic person will often comment that they feel they are talking at them...

Learned from my degree: Autism is a misunderstood, wide-spectrum disorder affecting social skills and sensory processing.

What My Degree Taught Me about Autism

Parents of teens and young adults with special needs are always concerned about their transition into adulthood. They constantly ask themselves, “What happens next?”  Live. Advance. LA. provides that much needed support that facilitates a greater level of independence for each individual based on their needs.  Live. Advance. LA. is an essential program developed specifically for young adults facing unique challenges as they prepare for their transition to independence. The program offers a supported living experience on a college campus in Bel Air, California.  They have specialized and individualized program for teens and young adults between 18 and 29 years old, with a wide range of needs and diagnoses including: Autism Spectrum Disorders, Asperger’s Disorder, Learning Disabilities, Executive Functioning Challenges, ADHD, and Emotional and/ Behavioral challenges including Dual Diagnosis. Based on the needs of each resident, the program provides experiences and opportunities to learn and practice the skills necessary to be successful in adult life.  Residents and their families are able to build on their strengths and create an individualized program focused on meeting their long-term goals. Residents may enroll in classes at various local college campuses, and pursue career or work opportunities in the community, while engaging in fulfilling social relationships. During their residence, these young adults are immersed in a university setting surrounded by college-aged peers pursuing a variety of academic and career possibilities.  Key areas of focus are: learning and practicing independent living skills, developing and strengthening executive functioning skills (like organization,...

Live. Advance. LA. offers a transitional program for young adults with special needs, focusing on independence and life skills.

New Transitional Living Program for Young Adults with Special Needs

 Transition plans are a vital part of an IEP document for any student over the age of sixteen. In California, the state law requires that no later than age sixteen, a student’s IEP must include appropriate, measurable post-secondary goals and transition services needed to assist your child in reaching those goals. [Cal.Ed.Code §56345(8)(a)]. The goal of a transition plan and the services contained in the plan is to enable the child to move from school to post-school activities including postsecondary education, vocational education, integrated employment, continuing and adult education, independent living or community participation. To accomplish this goal, there must be a coordinated set of activities designed and focused on improving the academic and functional achievement of the student as required to meet the goals established in the transition plan. The transition plan must be based on the student’s needs, taking into account the students’ strengths, preferences and interests. The services to be provided may include such things as instruction, related services, community experiences, and the acquisition of daily living skills. The transition planning process may need to include appropriate assessments and must include development of appropriate goals and objectives. It must also contain a specifically designed and coordinated set of activities.  Many transition plans currently being developed are little more than boilerplate, with few (if any) appropriate goals and objectives or activities geared toward the particular student’s needs. By age sixteen, parents and students need to be prepared to spend as much time on the transition planning...

In California, legally required IEPs must include a transition plan by age 16, with goals and services for a student's post-school life.

Transition Plans Matter

Transition plans are a vital part of an IEP document for any student over the age of sixteen. In California, the state law requires that no later than age sixteen, a student’s IEP must include appropriate, measurable post-secondary goals and transition services needed to assist your child in reaching those goals. Cal.Ed.Code §56345(8)(a). The goal of a transition plan and the services contained in the plan is to enable the child to move from school to post-school activities including postsecondary education, vocational education, integrated employment, continuing and adult education, independent living or community participation. To accomplish this goal, there must be a coordinated set of activities designed and focused on improving the academic and functional achievement of the student as required to meet the goals established in the transition plan. The transition plan must be based on the student’s needs, taking into account the students’ strengths, preferences and interests. The services to be provided may include such things as instruction, related services, community experiences, and the acquisition of daily living skills. The transition planning process may need to include appropriate assessments and must include development of appropriate goals and objectives. It must also contain a specifically designed and coordinated set of activities. Many transition plans currently being developed are little more than boilerplate with few, if any, appropriate goals and objectives or activities geared toward the particular student’s needs. By age sixteen, parents and students need to be prepared to spend as much time on the transition planning process and...

California law requires transition plans in IEPs for students over 16 to aid in moving from school to post-school activities.

 The term learning disability describes a neurobiological disorder in which a person’s brain works or is structured differently. These differences interfere with a person’s ability to think and remember. Learning disabilities can affect a person’s ability to speak, listen, read, write, spell, reason, recall, organize information, and do mathematics. Because learning disabilities cannot be seen, they often go undetected. Recognizing a learning disability is even more difficult because the severity and characteristics vary. A learning disability can’t be cured or fixed; it is a lifelong issue. With the right support and intervention, however, children with learning disabilities can succeed in school and go on to successful, often distinguished careers later in life. Parents can help children with learning disabilities achieve such success by encouraging their strengths, knowing their weaknesses, understanding the educational system, working with professionals and learning about strategies for dealing with specific difficulties.  Facts About Learning Disabilities:  -Fifteen percent of the U.S. population, or one in seven Americans, has some type of learning disability, according to the National Institutes of Health. -Difficulty with basic reading and language skills are the most common learning disabilities. As many as 80% of students with learning disabilities have reading problems. -Learning disabilities often run in families. -Learning disabilities should not be confused with other disabilities such as autism, deafness, blindness, intellectual disabilities and behavioral disorders. None of these conditions are learning disabilities. In addition, they should not be confused with lack of educational opportunities like frequent changes of schools...

Learning disabilities are lifelong neurobiological disorders affecting various cognitive functions and are often undetected.

Short Takes on the Disabilities: What Profess

The elite high schools of New York City have been put on notice. Schools Chancellor Dennis Walcott has mandated that screened high schools must either admit more students with special needs or the Education Department would place the teens for them in an effort to raise academic outcomes for all students. Screened high schools use criteria such as test scores, essays, and interviews to admit students. Advocates for students with special needs claim that these kids may not have even been encouraged to apply or that schools were simply shutting out those with disabilities. A New York Daily News analysis shows that 11 of the city’s screened high schools admitted less than three kids with special needs last year. As one “A” student with cerebral palsy tells the News, “Sometimes the bar is set so low, it’s like they’re saying they don’t have confidence in us.”  Specialized high schools such as Bronx High School of Science and Stuyvesant High School were exempt from this directive because they admit applicants based solely on scores from the city’s Specialized High Schools Admissions Test. Still, officials would like to increase the number of students with disabilities in these schools as well, as part of an overall effort to move students with special needs into the mainstream. Chancellor Walcott’s sharply worded email to school principals this month was what set this change in motion. In it, he charged administrators to admit as many students with special needs as neighboring schools or the Education...

NYC's top high schools are ordered by Chancellor Walcott to admit more students with special needs or face Education Department placements.

Kids with Special Needs Needed in Top Schools

Choosing the right college is perhaps the most important choice for a high school senior. While many students have an idea of what they want to do for a career, still others are uncertain of this important life decision. Finding the right college can be challenging, but take away some of the pressure and unknowns by attending college fairs. Your academic and personal interests determine collegiate success, and college fairs are excellent ways to discover a university that matches those appeals. When researching a university, ask yourself if you want a two- or four-year program, or if you want to attend a public or private university. Consider the size of classes or the size of the campus; what extracurricular activities are available; what resources, such as libraries, are available on campus; what majors are offered; what life is like beyond the classroom; where certain professors you have prior knowledge of teach; the rates of graduation and retention; and the cost of financial aid. Take your list of questions to the college fair, so you are prepared to discuss your concerns and your options with admissions representatives, who, apart from students, really know the college best. The Help Group and Summit View School are sponsoring a free event on Saturday, March 17 from 10 a.m. to 1 p.m. at Summit View West, located at 12101 W. Washington Boulevard, Los Angeles, 90066. Admissions representatives from many local universities and colleges will be present at the event to discuss course offerings, admission and...

Visit LA College Fair on Mar 17 to explore colleges, discuss courses, aid, campus life with reps. Call (310) 751-1100 for info.

LA College Fair for Learning Differences

 One of the big challenges that we face as parents of children with special medical needs is dealing with the extra stress and frustration that comes with the territory. When our kids make mistakes, especially around their medical care, it’s so easy to fall into a pattern of nagging, lecturing, yelling or punishing. Brain research shows that these are not effective responses. Think about it. How would you feel if you made a mistake at work and your boss yelled at you? You’d be polishing up your resume to find a new job. Our kids are no different except they don’t have the luxury of finding new parents!   When we start giving our children some of the responsibility to handle their health care requirements, then we need to be prepared for mistakes and poor choices. Kids are human. They will forget to take their medications. There will be times that they choose not to do medical treatments for a variety of reasons. However, our children will either learn or not learn from these mistakes and poor choices depending on the way we respond to them.     So instead of getting mad when your child makes a mistake or a poor choice, be sad for them. Responding with empathy, or sorrow, prior to imposing consequences is more effective than anger, punishment, nagging, lecturing and “pushing.” Anger and punishment cause fight or flight responses; its fear and guilt-based. Lectures and nagging cause children to become annoyed...

For kids with medical needs, empathetic responses to mistakes trump anger or lectures, leading to better learning and relationships.

Transition: When Kids Make Mistakes

  For Teens in Transition, an Opportunity to Achieve    After spending a year at a college with coursework tailored to students with special needs, Mark lacked direction. The university environment had supported him academically, but he needed structure outside of the classroom that his program did not provide. Though he craved independence and had the potential to achieve it, he didn’t have the life and work skills he needed to take on adult responsibilities. Even moving back home became a struggle, and he often fought with his parents when they encouraged him to be a more thoughtful member of their home.   Mark and his parents are far from alone. For the families of young adults with social, emotional, and learning challenges, the approach of their child’s adulthood is a daunting prospect. Many legally mandated services have ended, and without them families find themselves at sea. The majority of adult children with special needs find themselves back at home without future orientation, with seven out of ten living with their parents or guardians and nearly nine out of ten without full-time jobs.    When Mark’s educational consultant suggested he try Ramapo for Children’s Staff Assistant Experience (SAE), he and his family saw an answer to their growing challenges. Created in 2008 to respond to the growing, unmet need of this population, SAE is a residential transition-to-independence program for young adults aged 18 to 25 who have social, emotional, or learning challenges. The program...

Mark's transition program at Ramapo improved his life skills, leading to a job as a teaching aide and greater independence.

For Teens in Transition, an Opportunity

 One of the easiest ways to help children learn responsibility, make good choices about their bodies, and pave the way to a successful transition/transfer is using the power of example. Kids learn far more from the examples we set than from the words and lectures we give them. The concept of example is so simple yet so powerful once we know how to use it properly.    Children learn how to behave by watching and copying us just like we learned from our parents. Kids will do what we do, not what we say. So, as parents, we need to take good care of ourselves. This includes taking some time for ourselves, taking good care of our bodies, and making sure we are getting our own needs met. It’s not selfish to take good care of ourselves; it’s healthy and necessary.    Along similar lines: if we want respectful, responsible kids who are pleasant to be around, then that’s how we need to be. We can never ask more of our kids than what we are willing to give of ourselves.    This includes not only how we treat them but also how we allow them to treat us. So if we allow our kids to be disrespectful to us, then they are learning by our example to allow others to treat them badly. And they are not learning from our example how to set healthy boundaries with others.    Many...

Children learn by example; parents should model self-care and set boundaries to teach kids responsibility and respect.

Successful Transitions: Harnessing the Power of Example

 The stigma surrounding autism suggests that individuals with autism are dumb or incapable of learning and work, but this picture is not very accurate.   According to a study published March 2012 in the Journal of Abnormal Psychology, people with autism are more able to sort through information and comprehend it better than people without autism. Many parents and therapists of people with autism often document that these individuals, while they might lack in certain subject areas, find it easy to focus on certain things, and this enhanced ability is often centered on subjects like computers and technology.   In the study, 16 adults with autism and 16 adults without autism participated in information processing tests. The results show that the adults with autism often performed better when the tests became more difficult, which shows they can function well in challenging conditions, and they can often perceive more information than the “typical” adult.   What implications do such studies have for adults with autism or those individuals transitioning to adulthood? While many parents focus on the here-and-now aspect with their children with autism, there is often not as much attention on what happens when public school and therapy support ends. Since individuals with autism often display enhanced abilities in certain areas, the prospect of them attending college or holding a job should be great.    The College Autism Spectrum has identified 15 universities and colleges in the United States who provide programs to help...

Contrary to stigma, studies show people with autism excel in processing info & can thrive in college/jobs with proper support and programs.

College and Jobs for People with Autism

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Special Needs
Articles

Transitioning 2 Life Skills – From HS to Adult

What My Degree Taught Me about Autism

New Transitional Living Program for Young Adults with Special Needs

Transition Plans Matter

Transition Plans Matter

Short Takes on the Disabilities: What Profess

Kids with Special Needs Needed in Top Schools

LA College Fair for Learning Differences

Transition: When Kids Make Mistakes

For Teens in Transition, an Opportunity

Successful Transitions: Harnessing the Power of Example

College and Jobs for People with Autism

Find Providers Near You

Special Needs Articles

Transitioning 2 Life Skills – From HS to Adult

What My Degree Taught Me about Autism

New Transitional Living Program for Young Adults with Special Needs

Transition Plans Matter

Transition Plans Matter

Short Takes on the Disabilities: What Profess

Kids with Special Needs Needed in Top Schools

LA College Fair for Learning Differences

Transition: When Kids Make Mistakes

For Teens in Transition, an Opportunity

Successful Transitions: Harnessing the Power of Example

College and Jobs for People with Autism

Find Providers Near You

Special Needs
Articles