Standard 16: Transition

Transition planning occurs for students who are D/HH from the time a hearing loss is identified until graduation from high school or until the age of 22. Transition plans are an integral part of a student's IFSP/IEP/504 Plan and must be developed prior to a student making any transition. Individualized Transition Plan (ITP) becomes part of the student's IEP when the student is 14 years of age or older. The responsibility for initiating the transition and completing documentation is incumbent on the sending team.

In accordance with Ohio Operating Standards for the Education of Children with Disabilities–“ a statement of transition services for each child with a disability, beginning no later than the first IEP to be in effect when the child turns fourteen (or younger, if determined appropriate by the IEP team) and updated annually, thereafter, the IEP must include: (a) Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, and, if assessment data supports the need, independent living skills;(b) Appropriate measurable post-secondary goals based on age-appropriate transition assessments related to integrated employment in a competitive environment; and(c) The transition services (including courses of study) needed to assist the child in reaching those goals. t. [3301-51-07(H)(2)(a) and (b)]

Successful transitions for students who are D/HH have the following:

• Teams should be comprised of professionals, specialists (e.g., teacher of the deaf, transition coordinator, job coach, Opportunities for Ohioans with Disabilities (OOD) counselor, speech and language pathologist, Department of Developmental Disabilities (DODD) representative, educational audiologist) and community members with knowledge of the unique needs of the child/youth, family, and when appropriate, the student.
• Early, effective planning
• Collaboration and open, substantive communication
• Implementation and ongoing review of goal progress
• Transitioning planning takes the students communication challenges into consideration
• The transition outcomes are documented and planning is adjusted accordingly

Transition teams working with students who are D/HH will:

• Identify team participants, the role each participant will have in the transition, the services that will be provided, and how all services will be coordinated
• Be comprised of representatives from both the sending and receiving teams, parents/guardians, and the student, if appropriate
• Obtain and provide current evaluative data and any other relevant information about the student that will inform the team and aid in the transition process
• Consider the communication and access needs, and methodology of the student as outlined in their Communication Plan
• Ensure that all appropriate agencies/service providers are active participants on the transition team

Eligibility for Early Intervention services ends when a child turns 3. There are a number of transition options for families to consider. The Service Coordinator will discuss all these options with a family, including preschool special education services. In order to ensure a smooth transition, Early Intervention begins the formal transition planning process nine months prior to the child's third birthday.

• Starting when a child is at least two years, three months of age a Transition Plan is developed and becomes a part of the IFSP. The Transition plan includes steps to exit Early Intervention programming and includes a referral to the child's school district, as appropriate.
• At least 90 days (but not more than 9 months) before the child's third birthday, the Early Intervention Service Coordinator will coordinate a Transition Planning Conference (including, with consent from the family, the local school district) to plan for the child's transition from EI services.
• No later than the child's second birthday, the Service Coordinator will attempt to obtain consent from the family to share information about the child with the LEA.

For families, the initial transition begins once their child has been identified with a hearing loss and the referral process for early supports and services has been completed. http://ohioearlyintervention.org/family

In the case of infants and toddlers in Ohio the process is as follows:

• Hospitals and newborn nurseries conduct hearing screenings and results are entered into Ohio's Integrated Perinatal Health Information System (IPHIS) birth data system.
• The hearing screening results are then extracted from IPHIS into Ohio's tracking system HI*TRACK as either a Pass or Refer.
• Once a child is entered into HI*TRACK as a referral he/she is tracked and monitored by the Ohio Department of Health (ODH).
• When a hearing loss is confirmed, ODH makes a referral to the county central intake and referral site (called “Central Coordination”) for early intervention (EI)
• Central Service Coordinator contacts the family to see if the family is interested in EI services.
• If the family is interested in services, Central Coordination facilitates a program referral to the county EI service coordination agency.
• The service coordination agency will assign a service coordinator who will coordinate the EI eligibility determination, functional assessment, and IFSP.
• The functional assessment provides information for the development of an IFSP that includes the type and frequency/intensity of services the child and family will receive to meet the outcomes on the IFSP
• IFSP Progress is reviewed with the family at least every six months or more frequently if conditions warrant or stated on the IFSP. No more than nine months and no later than 90 days prior to the child's third birthday, the service coordinator will coordinate a transition planning conference for the child and family.

When transitioning from the Part C to Part B preschool special education, members of the IFSP team collaborate with local school district preschool personnel. The IEP team is responsible to ensure that all the timelines and steps in the special education process are met. The IEP team will determine if additional evaluations are necessary and ensure they are conducted. If the child is determined eligible for special education, the IEP Team will identify the appropriate special education services and providers for the child, and develop an IEP. All programming options are considered and placement is made in the least restrictive environment and according to the services and supports listed in the IEP.

Because of the complexity of the needs of students who have vision and/or hearing loss, especially those students who are deaf and blind, it is recommended the IEP/IFSP team prepare for resource allocation including hiring and training for staff, environmental modifications, teaching strategies and techniques, equipment needs and communication programming for the student. Below are additional recommendations for transition for children with vision and/or hearing loss, including deafblindness, to ensure a smooth transition.

• Transition planning should begin with sufficient time to coordinate between the providers and preschool special education staff. This may include preschool staff participation in home visits and therapy sessions to learn more about the child's and family's specific needs and circumstances.
• Teachers of the visually impaired, teachers of the deaf and hard of hearing and or a deafblind specialist can contribute and be involved in all aspects of the transition process.
• The preschool staff (including paraprofessionals) having a full understanding of hearing loss (including deafblindness) and the impact on learning and functioning will provide educational supports to the students who are D/HH. Additionally, training in amplification, environmental modifications, tactile based teaching, and control of sensory input and skills of daily living may be needed.

When students who are D/HH remain eligible for special education at the time of transition from preschool to elementary school, careful planning beginning as early as possible is required. The planning should include appropriate members of both the preschool and elementary school IEP/504 Plan teams. During the planning process the team:

• Work collaboratively to provide a seamless and comprehensive transition
• Identify challenges the child will face and strategies to address them
• Ensure that the focus of the elementary program is communication driven
• Address the child's language, communication, academic, and social needs
• Address the child's auditory/visual and technology needs
• Incorporate future planning of the child/youth's hearing/visual loss is progressive.

These factors should be considered each year as a child transitions from grade to grade throughout their elementary school experience. Any changes that may be necessary to ensure the student has continued access to the general curriculum should be addressed.

Transition planning occurs again when a student moves from elementary school to middle school and from middle school to high school. At the secondary level, the transition team start to prepare and consider the student's vision and goals as well as the young adult's interests, skills, and desires for the future. Students 14 years of age or older must have an ITP and students age 14 or younger, if determined appropriate by the IEP team, shall include a statement of the transition service needs (course of study).

While IDEA statute requires a student to be involved in his/her own transition planning, perhaps the most important reason for student involvement is to facilitate the development of his/her self-determination/self-advocacy skills and the exploration of their future goals. These skills help the student to develop the ability to manage his/her own life. Skill development would include such areas as communication in varying environments, technology and amplification, and self-advocacy to include knowledge of Section 504/Americans with Disabilities Act (ADA) and amendments. The Department of Education and Workforce supports early, thoughtful student-driven planning to ensure that the student will receive needed services in a timely manner when he or she exits the school system.

Consistent with requirements under IDEA and Ohio regulations, transition services should create opportunities for youth with disabilities that result in positive adult outcomes for post-secondary life, including raising expectations, assessing interests, utilizing community supports, becoming involved in school and community activities, and fostering leadership development.

https://education.ohio.gov/Topics/Special-Education/Federal-and-State-Requirements/Secondary-Transition-and-Workforce-Development

For some students with multiple needs, involvement from other Agencies is a valuable resource. One important option for Transition Services may involve Ohio's Opportunities for Ohioans with Disabilities (OOD), which is eligibility based and allows students who are D/HH to access post-secondary options. Part of the transition planning process should include a written referral to OOD. OOD counselor is an asset for the school team at the transition planning meetings. For maximum efficacy, the team's referral should occur as early as possible for high school students. Upon referral, an OOD counselor is assigned and should be provided access to the student's IEP as well as any other evaluative data (including high school competencies) that are relevant to the student's post-secondary goals. This may include planning for post-secondary education as well as vocational services.

For eligible students, there are opportunities such as job shadowing, on-the-job training, summer work experience, and extended learning opportunities tailored to meet the student’s needs and post-secondary goals. Some examples that could be considered include:

• OOD’s summer youth-career exploration and direct guidance program
• The Four Plus Program at The Ohio School for the Deaf
• CampUS transition camp at The Ohio State University
• Explore Your Future (EYF) National Technical Institute for the Deaf (NTID) at Rochester Institute for Technology (RIT)
• Youth Leadership Camp (sponsored by NAD)
• AG Bell Leadership Opportunities for Teens Program (LOF)
• Youth Programs at Gallaudet University
• Guide for Access Planning (GAP) Phonak
• Mapit