Transition is defined as the movement from one set of circumstances to another resulting in changes to environments, relationships, behaviours, routines, roles and expectations. It is a process of change that for some may require substantial preparation, planning, adjustment and support.
Life is full of transition points such as changing jobs, moving house, getting married and moving to a new city.
For school-aged children and young people, the most significant transitions occur when they start school, move from primary school to secondary school, and from secondary schooling to post school life. The transition from school to post-school life is one of the most comprehensive changes that young people face.
For youth in transition in the 21st century, this can be both an exciting yet challenging time as they prepare to live, learn and work in a constantly changing and complex world. For young people with a disability, particularly those with high and complex needs, and their families, this can be particularly challenging time.
Effective transition processes and practices are based on a broad interpretation of the concept of transition. It is outcomes-based and futures-focused. With this in mind, My Future, Let's Plan, views transition as the systematic preparation and support of young people with a disability as they move into adulthood. With the young person central to all processes and practices, it includes policies, programs, practices, activities and experiences.
Such a program prepares and supports young people to move as seamlessly as possible through school to post school life.
What is transition planning?
Transition planning is a process that helps young people plan, prepare and work towards achieving their future directions and goals. It is planning now for a desired future. It is a process that:
- promotes a smooth transition to post-school life;
- is empowering;
- maximises choices;
- informs decision making; and
- provides direction and purpose.
Reflecting the critical importance of preparing and planning for the future, international, national and state governments are committing to supporting youth in transition. The concept of futures is an essential theme and critical perspective for young people and their families and communities in many current Australian state and federal government education and training policies, strategies and curriculum review and renewal.
This focus recognizes that young people who engage in transition planning processes, and are supported to do so, make smoother transitions into post- school life and greatly enhance their post-school outcomes and quality of life. Guaranteeing Futures, a key element of Tasmania A State of Learning, (Tasmania's post-Year 10 Education and Training Strategy), provides a strategic approach to meeting the needs of young people in transition from compulsory education to independent young adulthood. Pathway planning and transition support, including the development of Learning Pathway Plans from Years 8 - 10, are key initiatives within this strategy.
Transition planning for young people with a disability
The principles and desired outcomes that guide effective transition planning for all young people are the same for young people with a disability. Some young people with a disability, however, may have more complex transition requirement. More specialised, detailed and intensive planning and support is required for these young people to make a successful transition to post-school life. Purposeful and careful planning and individualised support are crucial to realising successful post school goals and quality of life outcomes.
Planning is person-centred and guided by the young person's hopes, aspirations, needs and an understanding of who they are. In collaboration and partnership with family and others, young people are encouraged and supported to play a leading role their own transition planning.
Within a team approach, young people and their families are supported to create and realise their personal vision for the future by:
- planning for life after school;
- identifying and working towards desired outcomes and goals;
- designing school, home and community experiences to ensure the young person develops the skills, knowledge, understandings and dispositions to achieve desired outcomes and goals; and
- making connections and establishing partnerships necessary to achieve those outcomes and goals.
Transition planning is not a single event or meeting. It starts early to allow the young person time and experiences to develop the skills and understandings necessary for a smooth and successful transition to young adulthood. Early and thoughtful planning also ensures the young person receives needed support, services and information in a timely manner. It is a process which incrementally prepares young people for their future roles, responsibilities and lifestyle choices.
Transition planning develops a comprehensive profile of the young person and brings together services and supports necessary for a smooth transition from school to future environments and roles.
Because all aspects of life for a young person with disabilities impact on one another, effective planning is comprehensive and holistic.
Planning considers:
- all future life environments and roles;
- environments such as work, education and training, leisure and recreation, living arrangement, community;
- roles such as worker, parent, friend, community participant, flatmate;
- life dimensions - such as social, physical, spiritual, emotional, intellectual; and
- needed skills, knowledge, understandings, information and connections such as positive social skills, self-determination skills, transport and mobility, independent living skills, leisure and recreational activities, education and training courses and programs.
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