To equip students with the skills and support they need to achieve a successful transition to adulthood, and to lead filling, independent lives.
Exposure to work-based opportunities
- Participate in various introductory job programs on campus to get acclimated to work
- Clerical Program - "Copy That"
- Maintenance Program - "Clean Sweep"
Skills Worked On:
- Taking directions from a job coach
- Report to job site on time
- Build stamina and endurance for work-related tasks
Many of the tasks presented in their life skills programming are carried over into these employment settings and serve to reinforce these skills in other locations.
Collaboration between job coaches, therapists, teachers and BCBAs is integral in order to establish a strong work foundation and build self-esteem and confidence in our students.
Work Based Learning
- Participate in various vocational training opportunities both on campus and in the community.
- Providing high school students with a variety of work-based opportunities
- To develop Interests
- Identify their strengths
Soft Skill Development:
- Asking for Help, when needed
- Problem Solving
- Hygiene, etc..
Reinforcement of these critical skills in conjunction with exposure to various opportunities has proved to be effective for our students preparing to graduate.
It helps to equip them with skills, confidence and comfort to apply for jobs in various areas of interest.
Community Based Instruction (CBI) - Coincides with the introduction to Vocational Opportunities:
- Beginning the process of programming within the local community.
Community-based instruction (CBI) involves:
- Generalization of skills practiced in the classroom or school setting into the real world.
- CBI locations are selected to help reinforce goals and objectives worked on in the various disciplines at the school.
- Grocery stores
- Recreation locations, and more.
“Infusion.” - Staging community-based trips within school settings.
- Collaboration of related services and classroom staff
- Related Service teams can identify and address a variety of skill sets.
- Address IEP goals while in the community that are necessary for independence and adult living.
As students age through their transition years, CBI may become more individualized based on the needs of the student.
For example, students at age 18 may participate in Community Coaching, which involves accessing the community in a one-on-one setting. This allows the teacher and/or therapist to work more intimately with the student on community skills that are needed prior to graduation.
Activities for Daily Living (ADL)
- Life skills programming is the third component in the transition program and ties in well with the other two components listed above.
- Utilizing our on-campus apartments, individualized programming is developed to enhance areas that are necessary for adult living and post-21 placements.
- Bed making
- Table setting
- Vacuuming, etc.
Reinforcement of these critical life skills is carried over into classroom activities, community-based programming and even specific vocations.
FOUNDATIONAL COMPONENTS MAY INCLUDE:
- Individualized Transition Plan (ITP): This is a personalized plan that outlines the student's goals, preferences, strengths, and needs. It typically addresses various aspects of the transition, such as employment, education, independent living, and community involvement.
- Collaboration and Coordination: The program often involves collaboration among various stakeholders, including special education teachers, general education teachers, parents, counselors, vocational rehabilitation services, and community agencies. Coordination ensures that all aspects of the student's transition are addressed comprehensively.
- Life Skills Training: Special attention is given to developing practical life skills that are essential for independent living. This may include instruction in areas such as self-care, money management, time management, and social skills.
Community Involvement: Programs often encourage community involvement and help students connect with resources and support networks in their local communities. This may involve volunteering, participating in community events, or accessing recreational activities.
Self-Advocacy Skills: Students are often taught to advocate for themselves, helping them understand their strengths, challenges, and the accommodations they may need. This empowers them to communicate effectively in various settings.