In addition to basic transition services provided to all students, students with LD and/or AD/HD will most likely require additional support and preparation to ensure a successful transition from a supported to an independent environment. Students with disabilities must consider what, if any, supports they may need in the workplace, the community, and/or in their living environment. Failure to consider these issues and adequately prepare for them could result in the student exiting the program and quickly becoming overwhelmed with the demands of day-to-day independence. For example, a student with a severe writing disability has been accommodated throughout his/her time in the program with the use of a personal computer. When the student exits the program, he/she no longer has a computer or the funds to purchase one, how will he/she complete applications, pay bills, or complete other tasks that normally require writing?

There will be many achievable solutions for this student but finding these solutions on his/her own for the first time may appear daunting and a bit frightening. Transition planning does not have to be a complicated process but it does require some evaluation and staff who are knowledgeable about disabilities, and the supports and services students may require.

In working through a student's transitional needs, consider the following:

• What supports does the student currently have in place and will the student need take those supports with him/her when leaving the program?

• Does the student have any assistive technology needs? If so, must they be portable in design?

• Does the student need further training? If so, what types and what are his/her options for securing this training?

• Does the student receive disability income? If so, are there any special considerations that the student should be aware of (e.g., time frames, discontinuation of income, medical insurance, etc.)?

• Will the student need accommodation in the workplace? Is the student prepared to disclose his/her disability to request these accommodations, and does he/she possess the necessary general information required to document the need for accommodation?

• Are there any partnering support agencies that will continue to provide support after the student exits the program (e.g., vocational rehabilitation)?

• Is the student aware of organizations and agencies within his new community area that can assist him/her should the need arise?

• Is the student interested in participating in support groups and is he/she aware of support activities available in his/her community?

• Will the student require any special household, transportation, or independent living needs. For example, if a student cannot read printed text due to a severe reading disability, what strategies and instruction are needed to use public transportation, etc.?

Reasonable Accommodation in the Workplace

Once the individual has the job, support from outside agencies is terminated, and the individual maintains, or does, the job on his/her own; however, an individual with a qualified disability maintains the right to request reasonable accommodation within the workplace, if needed.

For more information on reasonable accommodation in the workplace, visit the Job Corps Health & Wellness Disability website.

Keeping Records

Center staff should assist students with disabilities in developing a recordkeeping system to keep track of services received, timeframes during which those services were received, and any documentation surrounding such services, especially related to the documentation of his/her disability.

Records to secure:

• High school transcripts

• Medical records or documentation of disability, including evaluations and/or tests

• Employment progress reports or school to work progress reports

• Letters of recommendations from previous employers

• Personal letters of reference

• Copies of correspondence with supporting agencies

If possible, maintain and save logs of all conversations with agency personnel.

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