Instruction:
Instruction is the use of formal techniques to impart knowledge. It is typically provided in schools through academic instruction in general and special education classes and tutoring. Other instructional activities that can be provided by other entities or in other locations include: adult basic education, technical preparation programming, community colleges, universities, and vocational training centers. In other words, instruction refers to the services and activities that are a part of the teaching and learning process, and are generally provided by school systems in classrooms. However, instruction can take place in other settings, such as the community, and with a variety of people.
Community Experiences:
Community experiences are those activities provided outside of the school building, in community settings. These experiences can be provided by families, schools, employers, and other agencies. Other agencies might include: Workforce Investment Act (WIA), independent living centers, vocational rehabilitation, mental retardation and developmental disabilities organizations, and mental health centers. Community experiences may include activities such as school-sponsored field trips, participation in community organizations and clubs (e.g., Girl Scouts or 4-H), community work experiences, or counseling services.
Related Services:
Related services were added as a transition service with the reauthorization of IDEA in 1997. Related services must now be considered for each student as a possible way to meet transition outcomes. According to IDEA, rehabilitation counseling is considered a related service. This allows schools to either provide or contract with outside agencies to provide rehabilitation counseling to meet transition outcomes. Related services include: speech-language pathology and audiology services; psychological services; physical and occupational therapy; recreation - including therapeutic recreation; early identification and assessment of disabilities in children; counseling services - including rehabilitation counseling; orientation and mobility services; medical services for diagnostic or evaluation purposes; assistive technology devices or services; school health services; social work services in school; parent counseling and training.
Development of Employment and Other Post-School Adult-Living Objectives:
Employment: Employment includes experiences and activities that lead to a job or career plan. These experiences and activities could be provided by the school or other entities that provide community activities. Another way to receive employment services during transition is through classes which address career and job awareness, exploration, and community vocational training experiences.
Other Post-school Adult Living Outcomes: These are activities that address important adult living skills such as registering to vote, completing tax returns, renting a home, accessing medical services, obtaining Social Security income (SSI), and filing for insurance. This would also include accessing community services (e.g., government services, transportation, specialized services) and community activities (e.g., church, volunteer activities).
When appropriate, acquisition of daily living skills and functional vocational evaluations.
Daily Living Skills: These are activities that adults do every day or on a regular basis (e.g., preparing meals, budgeting, maintaining a home, paying bills, caring for clothes, and grooming). Instruction in daily living skills could be provided by schools or other entities.
Functional Vocational Evaluation: Vocational evaluation is an assessment process that provides information about job or career interests, aptitudes, and skills as well as work habits and work attitudes. It may be compiled by a variety of people through situational assessments, observations, and standardized measures. These areas could be assessed through employer evaluations, interest inventories, curriculum-based assessments, community-based employment and community participation.
