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Transition Planning and Application Area: Living (Chart 2)
Transition Planning Assessment Areas:
Application for the Postsecondary Area of:
Living
Interests and Preferences for Postsecondary Expectations
Definition: Interests are those things/activities that evoke curiosity and preferences are those things/activities that are chosen over others. Interests and preferences are used to build future directions and plan for post-secondary expectations.
Community Living Preferences
Definition: The location and type of housing where a student plans/wants to live after high school.
Options include:
apartments
military housing
own home
dorm
with or without parents
with or without roomates
group home/waiver
supported living
Enviroments include:
rural
big city
small city
state/country
Review Student File
Student interview
Parent interview
Community-based exploration of community living options
Section II,
TPI
: Likely Postsecondary Education Settings
Cell 1
Basic Skills for Postsecondary Expectations
Definition: Common foundational skills expected of all individuals in the specific post-secondary area.
Home and Community Skills
Definition: Skills necessary to complete daily and adult living activities. Daily home living skills are those activities adults do every day (e.g., preparing meals, budgeting, maintaining a home, etc.) Adult community living activities are important adult activities that are done occasionally, such as registering to vote, doing taxes, renting a home. Other examples of home and community living skills could include:
managing money
managing a household
buying, preparing, consuming food
buying and caring for clothing
exhibiting responsible citizenship
using recreational facilities and engaging in leisure
getting around the community; access community agencies.
Review student file
Student interview
Parent interview
Classroom observation of life skills
Community-based situational assessment of life skills
Comprehensive Inventory (Level 2 of
TPI
, Items 12-16, in
IATP
, pp. 18-22)
Enderle-Severson Transition Rating Scales
(Home Living and Community Participation subscales items)
Transition Planning Inventory
(Daily Living Skills and Community Participation domains items)
Parents of Teenagers Survival Checklist
(in IATP, p. 104)
Life Centered Career Education Knowledge/Performance Batteries
BRIGANCE Life Skills Inventory
Street Survival Skills Questionnaire
Ansell-Casey Life Skills Assessment-III
Responsibility and Independence Scale for Adolescents
(for students with mild-moderate disabilities and high risk students)
Comprehensive Adult Student Assessment System
Cell 4
Attitudes/Habits/Self-Awareness for Postsecondary Expectations
Definition: Attitudes are opinions or general feelings about something. Habits are actions or behavior patterns that are regular, repetitive and often unconscious. Self-awareness is the understanding of one’s strengths and limitations, including awareness of disability. Attitudes, habits, and self-awareness affect performance and functioning in the specific post-secondary area.
Personal Organization Attitudes and Habits
Definition:
Time management
goal setting skills
assessing family and community supports
residential organization
record keeping
etc.
Application:
Review student file
Student interview
Independent Living Assessment Instrument
(interview form)
Parent interview
Teacher observation
Interpersonal Attitudes/Habits
Definition:
Getting along with family members
getting along with community acquaintances
getting along with friends
initiating/maintaining close or casual relationships
appropriate use of personal space
initiating appropriate conversations
social skills
understanding gender differences
conflict resolution
Application:
Review student file
Student interview
Parent interview
Teacher observation
Comprehensive Inventory (Level 2 of
TPI
, Items 33 & 43, in
IATP
, pp. 33-34, 40-41)
School and Community Social Skills Rating Checklist
(in
IATP
, p. 146-149
Intrapersonal Attitudes/Habits (hygiene, sexuality, self- awareness, disability awareness, self-advocacy, etc.)
Definition: Hygiene, sexuality, and personal health care.
Application:
Review student file
Student interview
Parent interview
Teacher observation
Selected transition planning assessment
Comprehensive Inventory (Level 2 of
TPI
, Items 11, 31, 32, & 34 in
IATP
**, pp. 17-18, 32-34.
Quality of Life Questionnaire
Cell 7
Critical Thinking/Application Skills for Postsecondary Expectations
Definition: A process of creative thinking for getting, analyzing and synthesizing information to make decisions and solve problems in each post-secondary area.
Decision-making Skills
Definition:
Locate and use sources of assistance
anticipate consequences
justify decision
identify problems/conflicts
develop/select best solution to problem
Application:
Review student file
Student interview
Parent interview
Teacher observation
Comprehensive Inventory (Level 2 of
TPI
, Item 36, in
IATP
, p. 35-36)
Self-Determination/Self-Advocacy Checklist (in IATP, p. 134)
AIR Self-Determination Scale
The Arc’s Self-Determination Scale
The Self-Determination Assessment Battery
Personal Life Choices
Definition:
Ability to advocate for self or find someone to advocate for them
health (mental and physical)
sexual activity
knowledge of personal rights and responsibilities
legal issues
safety issues
Application:
Review student file
Student interview
Comprehensive Inventory (Level 2 of
TPI
, Item 35, in
IATP
**, p. 35)
AIR Self-Determination Scale
The Arc’s Self-Determination Scale
The Self-Determination Assessment Battery
Cell 10
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