Action Imperative 4: By 2018, evidence-based transition programs and services will be implemented to increase the number of youth with disabilities who are actively engaged in post-secondary activities such as education, technical and career training, and employment after exiting schools.

DSE/EIS Action

It is critical that Maryland LSS/PA have models for high-quality high school and transition services that lead students with disabilities to college and career readiness and their individual post-secondary goals.

Therefore—

4.1

The DSE/EIS, in collaboration with LSS/PAs and partner agencies, will establish statewide, high-quality, evidence-based models of transition services and activities that include data-informed decision making to inform student focused planning; student development of community life, career and self-advocacy skills; meaningful internships; strong family engagement; and interagency collaboration as evidenced by compliance, performance, and results data.

4.2
The DSE/EIS will collaborate with the Division of Career and College Readiness, to build capacity and support LSS/PAs in developing more inclusive program opportunities in Career Technology Education for students with disabilities.

4.3
The DSE/EIS, in collaboration with the Division of Career and College Readiness and IHEs (including Community Colleges), will develop more inclusive opportunities and supports for students with disabilities to pursue post-secondary education and training.

Why is it important?

Effective transition planning for high school students with disabilities substantially contributes to their success in adult life.

  • High-quality transition services for students with disabilities are needed to ensure attainment of post-secondary goals and independent living.
  • While some students with disabilities may require life-long supports, they need to learn to advocate for themselves and their post- secondary options need to be based on their individual talents and interests.
  • Youth with disabilities need individually designed plans to define their high school experiences, establish goals for exploring post-secondary education and career preparation, and obtain the services that will help them achieve a life of economic independence and meaningful participation in their communities.
  • Transition services for students with disabilities should include workforce training, competitive higher education provisions, and development of self-determination and independent living skills—all provided by knowledgeable transition service providers.

by Maryland State Department of Education Division of Special Education/Early Intervention Services Staff