Secondary Transition: Interagency Collaboration

Transcript: Challenge

Secondary Transition: Interagency Collaboration

In this module, you will meet three high school students with disabilities who are beginning to make decisions about their futures. Each student has different strengths, needs, and interests.

Willow is a 16-year-old student with an intellectual disability. Last year, she attended a summer program for students with intellectual disabilities at a nearby college through a partnership between the college and local school districts. She liked it so much that she wants to attend that college when she finishes high school.

Thomas is a high school junior. Although his cognitive skills are strong, he has cerebral palsy, which affects his speech. It also impacts his ability to perform activities such as taking notes, carrying his lunch tray, and dressing. Thomas isn’t quite sure what he wants to do after high school, but he hopes to live independently or with a roommate.

Jocelyn, a high school senior, has a learning disability. Through a school-community partnership, she has a part-time job prepping food and busing tables at a local restaurant. She loves to cook and wants to pursue a career in the culinary industry, preferably as a chef.

You’ll notice that these students have different interests and goals. Willow wants to go to college, Thomas is still exploring his options, and Jocelyn wants to get a full-time job in a restaurant. Regardless of the path they take after high school, these students will require different supports to meet their individual needs. In many cases, the external agencies that provide these supports might be unfamiliar to the students and their families.

Here’s your challenge:

How can school personnel help bridge the gap between high school and adulthood for students with disabilities?

Who are the essential partners in this process?

How can school and agency personnel work together to support smooth transitions for these students?