Transitioning Children, Youths, and Young Adults with Disabilities

Abstract

JOPERD • Volume 78 No. 3 • March 2007 T he process of transitioning children and youths with disabilities, as well as those without disabilities, occurs many times throughout their educational lives. The process begins at home, continues through early childhood education, middle or junior high school, and senior high school education, and culminates in postsecondary education or training. Each time the student moves to a new level or school, transition services should be addressed so he or she can successfully progress from one level to the next in his or her educational journey. Transition services make it easier to travel from one level to another in as smooth a manner as possible. A progression of this nature is needed in order for as many students as possible with and without disabilities to become productive, independent citizens. Although the amendments to the Individuals with Disabilities Education Improvement Act (IDEA, 2004) also include transition-service guidelines for infants and toddlers, this article focuses primarily on community participation transition services for youths and young adults. The amendments to IDEA (2004) and special education state plans mandate that transition services be provided for students with disabilities who are 16 years and older. First and foremost, these mandates are person-centered. The transition services should be “a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement” (“Proposed Rules,” 2005, p. 35841) from the traditional pre-kindergarten to grade-12 school setting, to post-school activities. Components of transition services include “postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation...” (“Proposed Rules,” p. 35841), which includes recreation and leisure activities. However, the current emphasis in this process tends to focus primarily on vocational opportunities. Regardless of abilities or disabilities, a healthy body allows one to function better in all aspects of life, and it is that concept that suggests that the adapted physical education (APE) specialist can contribute to all components of transition services, and not just to the recreation and leisure component of community participation. The purpose of this article, therefore, is to offer guidance in understanding, planning, and implementing transition services in physical education and recreation settings, especially in community recreation and leisure activities for students with disabilities. These should begin “not later than the fi rst IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team...” (“Proposed Rules,” 2005, p. 35865). Some states begin their services when the child is in the ninth grade or is 14 years of age. This article is divided into the following topics: (1) the transition process, (2) who implements transition services, (3) how to plan and Transitioning Children, Youths, and Young Adults with Disabilities