Career Development and Transition
Our Mission: TO PROVIDE AN EFFECTIVE TRANSITION PROCESS INVOLVING STUDENTS, FAMILIES, EDUCATORS, COMMUNITY, EMPLOYERS AND ADULT SERVICE AGENCIES.
ASSISTING STUDENTS WITH THE ESSENTIAL QUESTION:
WHAT IS A SATISFYING LIFE FOR YOU IN THE COMMUNITY OF CHOICE?
What Are Transition Services?
TRANSITION SERVICES
The transition from school to post-school is difficult for all students. The goal of our education program is to prepare students to live, work, and socialize in an integrated community setting. To reach this goal, students, their families, schools, and community agencies work together to identify instructional programs, areas of responsibility and the linkages necessary to meet the transition needs of exiting students with disabilities.
We follow the guidelines set by the Individuals with Disabilities Education Act (IDEA), P.L.105-17, which defines transition as a coordinated set of activities for a student with a disability ages 14-22 that:
(a) Are designed within an outcome-oriented process, which promotes movement from school to post-school activities, including post-secondary, vocational training, integrated employment, adult education, adult services independent living, or community participation
(b) Are based upon the individual student’s needs, preferences and interests
(c) Include instruction, related services, community experiences, the development of employment and other post-school adult living objectives
(d) Involve the moving from one state in life to another (e.g., high school activities to adult life activities)
(e) Require a planning process that includes a coordinated set of supportive activities that will prepare students with disabilities to more successfully live their adult life.
At Cardinal Cushing Centers, creative thinking produces meaningful job, school, and independent living outcomes.
DEFINING THE TRANSITION JOURNEY:
• Daily living skills — activities that teach personal needs (preparing meals, grooming, budgeting, etc.) as independently as possible
• Comprehensive Transition Evaluation — an evaluation that collects information on your young person’s career interests and aptitudes
• Situational Vocational Assessment — a system of observation used to gather information about a student’s work-related behavior in a work environment
• On-the-Job Training (OJT) — instruction that provides students with work experiences in order to help them acquire and apply knowledge, skills, and attitudes needed to hold a job.
• Self-Advocacy — speaking and acting on one’s own behalf, such as in an IEP meeting.
• Self-Determination — taking control and making decisions that affect one’s own life
• Instruction — formal instruction in school, home, or community, including community-based instruction, travel training, academic and career/technical education courses, self-determination and self-advocacy training, and extracurricular activities
• Related services — transportation and developmental, corrective, and other support services that help the student benefit from instruction
• Community experiences — participation in activities outside the school building, including community activities such as recreation, using public transportation, and shopping
• Employment — activities that prepare a student for employment, such as career education, development of good work habits, technical skills training, guided practice in school and community work situations, career placement, supported competitive employment, and on-the-job training
• Post-school adult living — preparation for important adult activities necessary for living and participating in the community, including renting an apartment, paying bills, filing for insurance, voting, and getting along with others
Employment Options
• Individual Competitive Employment within the student’s community
• Individual Supported Employment with job coach
• Individual On-The-Job Training with natural workplace supports
• Group Supportive Employment with long term job coaching
• Volunteering
• Internships
• Adult Employment Programs
• At Home or Community-Based Entrepreneurial Jobs
• Adult Day Habilitation Programs
Employability Skills Assessment Components
• Career Interests and Aptitudes
• Work Habits
• Task Related Modifications and Accommodations
• Work Quality
• Relations with Supervisor
• Relations with Peer
• Work Attitudes and Advancement
