Involving young people

Principles of promising practice

To make informed and realistic decisions about the future, young people require the skills, knowledge, understandings and information that will empower them to realise their aspirations and goals for the future. Fostering a sense of self-determination during the transition process is critical to promoting a successful transition from school to adult life. Engaging in the transition planning process, provides an opportunity to develop and apply these skills and understandings.

It is vitally important, therefore, that young people:

• are at the centre of all transition planning processes and practices
• are fully involved in their own transition planning
• have ownership of their plan,
• direct their own planning, to the greatest extent possible
• are supported to:
• • participate in meaningful and valued ways
  • communicate their views, choices and aspirations for their future
  • listen to and consider the opinions and ideas of others
• are provided with opportunities to engage in rich learning experiences, at school, at home and in the community that will help them develop the skills, understandings and concepts necessary to make informed and realistic decisions about their future
• have accurate, accessible and timely information about the transition process and the options available to them

Young people will require someone to coordinate support for them during meetings and throughout the transition process. This may be the team coordinator who works with parents/guardians, teachers, teacher aides and others to support these events and processes.

Depending on individual need and circumstances, a number of people may be involved with the young person during the transition process, including school staff, cluster support staff, Inclusive Learning Support Service staff, Pathway Planning Officers, career advisers, Disability Services personnel including Service Coordinators and the Supporting Individual Pathways Project Officer, Specialist Employment Agencies, Centrelink Personnel, including Disability Officers. These people will be invited to participate in the transition process as need arises.An independent advocatemay also be involved to act on behalf of the young person.

Some young people may require a range of supports and accommodations to help them consider information and to communicate their ideas and views. These may include:

• information in plain English, symbol format, large print, Braille
• using an advocate, interpreter or a translator, or
• an augmentative or alternative communication system.

Before the transition planning meeting

• help the young person develop an understanding about transition planning e.g. Information for Young People brochures
• support the young person to identify their strengths, needs and aspirations for their future
• identify the young person's preferred ways of learning and communicating and organise the meeting accordingly
• produce information in an appropriate medium for the young person e.g. signing, large print, Braille, symbols, pictures, audio/video recordings
• ensure language used in written information and meetings is appropriate to the young person's needs
• prepare the young person for the meeting e.g. share information about meetings from Information for Young People fact sheets, prepare the questions they might like to ask, meet new team members before the meeting (a series of small meeting prior to the formal meeting may be helpful)
• ensure the young personhas a part in planning the meetings - ask how they would like to participate, how much of the meeting would they like to attend, would they like to send a personal invitation to participants
• practise how the young person will join in the discussion e.g. asking a question, sharing information about themselves, seeking information
• ensure personal support staff are available for the meeting
• negotiate with young person and other core team members a suitable time, place and length of meeting
• prepare name tags or cards with participants' names and roles. (Young person could have responsibility for this.)

During the transition planning meeting

• follow guidelines for effective meetings
• present information, including an explanation about the process, direction and structure of the meeting, in the most appropriate medium for the young person to understand e.g. pictorial, written, spoken.
• value and seek young person’s views and ideas - the young person could begin by sharing information about themselves, their likes, dislikes, strengths, aspirations for the future and other information from their transition portfolio
• introduce people at the beginning of the meetingand any latecomers as they arrive. The young person could have a role in introducing participants.
• consider placing name cards in front of each person or provide name tags. The young person undertakes this task.
• team coordinator explains the role of interpreter, advocate, personal support staff or others specifically supporting the young person at the meeting

After the transition planning meeting

• evaluate the young person's participation in the meeting. Were they actively involved in the process, did the length of the meeting influence participation
• work with the young person to highlight decisions taken and plans made
• help the young person use this information to complete their personal action plan or Learning Pathway Plan, as appropriate
• arrange further meetings with the young person to review their progress and achievements
• keep copies of the action plans and reviews for inclusion in the young person's records and transition portfolio
• team coordinator keeps in contact with parents/guardians, other team members and the young person's teachers
• provide information (brochures, videos, handbooks, year books) to the young person about possible post-school options
• begin exploring/visiting possible post-school options. Videos, photos of visits can support later discussions.
• continue to engage the young person in rich learning experiences that will support the young person to achieve a successful transition

Information about involving young people with specific needs

The following information about ways to involve young people with specific needs is to be read in conjunction with "Principles of promising practice".

Other resources

• Trans-active Teenzone - About Transition - developed in England, this is an audio-visual photo presentation for young people, by young people, about various aspects of transition planning
• Transition Checklist: Trans-active - a guide, developed in England, for those young people with a disability who require higher levels of support to identify their dreams and aspirations for the future