Adult Transition Program
University of California/California State University a-g requirement:
Prerequisite: Individual Education Plan Team Recommendation
Suggested Course Preparation/Critical Skills: Student must demonstrate independence in the following skill areas: dressing, showering, toileting, eating, recognition of safety signs and the alphabet. In addition, students must be able to remain on task for at least 15 minutes, walk down a street unassisted, and follow two-step directions.
Course Description: The Adult Transition Class provides instruction to students between the ages of eighteen and twenty-two years in functional living skills. The focus of the program is to help students improve in the following functional skill domain areas: vocational, recreational, financial, transportation, socialization, safety, hygiene, nutrition and physical education. Students receive instruction in the classroom as well as the natural environment with a focus on community integration. Completion of the course prepares students for community vocational, residential and academic placement.
Major Projects/Assignments: Working at a community a job site, volunteering for a non-profit organization, participating in Special Olympics sporting events, and attending weekly field trips.
Approximate homework assigned daily: None
SPECIALISTS WHO MAY BECOME INVOLVED WITH THE SPECIAL EDUCATION STUDENTS ON OUR CAMPUS, INCLUDE THE FOLLOWING
- Adaptive Physical Education Teacher
- County Mental Health Counselor
- Speech/Language Therapist
- Transition Specialist – for seniors
- Vocational Specialist
At the school site there is a Student Study Team which meets weekly and reviews at risk students to determine the need for a referral to special education If a student qualifies for special education services, then and Individual Education Plan (IEP) is developed. The Individual Education Plan Team includes the psychologist, parents, student, special and general education teachers, administration and any specialist who needs to be involved. The next step is placement in the least restrictive academic setting to meet the needs of the student – the Resource Program or the Special Day Class Program. If the student does not qualify for services, the team suggests other options to help the student succeed in school.