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INFORMING, EDUCATING, EMPOWERING FAMILIES

617-236-7210 | www.fcsn.org | fcsninfo@fcsn.org

• The Federation for Children with Special Needs

Is committed to enhancing and participation opportunities for Massachusetts families with the , due not

• nly to disability, but for those who are the most

educationally and economically disadvantaged. The Federation provides these with information, support and assistance to encourage full participation in community life by all children, especially those with disabilities.

• Assist approximately

40,000 families per year

• Respond to more

than 16,000 phone calls and emails per year

• Maintain website,

www.fcsn.org, which receives more than 1,500,000 visitors per year

• Present 600 training

workshops to 8000 families and 1000 professionals at 100 sites across the state annually

• Publish quarterly

newsletter, , with a distribution of 30,000 readers

• Join us on Facebook

Twitter and YouTube!

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School to community Exploration of:

Post5secondary opportunities Vocational & employment options Life in the Community

Each student’s vision Skill based learning

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• To young adults with disabilities moving

...from school to post school activities. To increase your student’s ability to achieve .. in adult life.

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(a) The purpose of IDEA is to ensure that all children with disabilities have available to them a free and appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and

• .) 602(d)(1)(A)

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• Any student receiving

special education services Students age 14 to 22 Any disability classification

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• High expectations

Preferences & interests Dreams & Exploration Consider to support vocational, recreational, social and life planning goals.

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• The process by which a student determines

their own destiny, what they want out of life.

• Determining ones own fate or having free will.
• The freedom to choose ones own way.
• A personal decision to do something or think a certain way.
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Student prepared to share their own VISION at the IEP meeting

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Decision5making goals in the IEP Personal portfolio development Importance of student preferences & interests Insure an individualized student driven IEP process

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Request an IEP Team meeting to address transition service needs Consider any current evaluations TEAM = student, parent, teachers, others Invite adult service agency to attend when appropriate Request Transition assessments Fill out the Transition Planning Form in collaboration with the team

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• IDEA 2004

Data to document need Areas of strength, weakness, & interest Training Education Functional Vocational Evaluation Independent Living Functional Behavioral Assessment Assistive Technology Other appropriate Transition assessments

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• Evidence to prove they have met the standard
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http://www.doe.mass.edu/mcas/participation/default.html?section=sped

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“A coordinated set of activities for a student with disabilities, designed within a

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that promotes movement from school to post5school activitiesE”

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inform student of “age of majority” issues

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Age 18 (state law) Decision making rights transfer to student Education, health, other areas

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“Turning 22 law” LEA makes referral to adult agency Two year planning process Develop an Individualized Transition Plan

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Continuation of Special Education Determination of adult service eligibility Entitlement to adult services

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Federation for Children with Special Needs (FCSN) www.fcsn.org Parent Training & Information Center at FCSN http://fcsn.org/pti/ FCSN Parent’s Guide http://www.fcsn.org/parentguide/pgintro.html Massachusetts Department of Education www.doe.mass.edu MA PIRC at FCSN5Parent’s PLACE www.pplace.org Family TIES at FCSN www.massfamilyties.org Disability Law Center www.dlc5ma.org Massachusetts ARC http://www.arcmass.org/ Massachusetts Advocates for Children www.massadvocates.org

• Mass. Association of Special Education PACs www.masspac.org

Parent Professional Advocacy League (PAL) http://ppal.net/default/

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