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| Text Only Pages |
| Accountability | Admissions | Athletics | Expanded Core Curriculum | Fine Arts | Support Services | Transition | ||
| Transition Services
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Transition is a popular term that is frequently used to refer to many types of changes we experience throughout life. One of the most significant transitions for a vision impaired youth is leaving school and entering the adult world. This is also referred to as Secondary transition. In order to be successful a student must learn all those nonacademic skills, " what good does it do to know about the Boer War if you can’t make your bed", which includes, independent living, vocational, social, and recreational skills. Transition preparation needs to begin at an early age, preferably in Kindergarten. It needs to be comprehensive planning within a team approach and the student should be the most significant member of the team.
According to the Individuals With Disabilities Education Act, (IDEA) transition is defined as an organized set of activities designed and conducted within an outcome oriented process based on a student’s individual needs, which promotes movement from every phase of school to post-school activities. The transition services requirements in IDEA is to improve the quality of life of young adults with disabilities. Transition planning helps students and their families to identify long-range goals and outlines the training, services and supports they will need to live, work, attend college or training, and participate in the adult community.
How does this process take place? The first step is to assist the student to identify their long-range goals. This means, what does this individual want to be doing after graduation in respect to employment, living situation, continuing education, and participation in the community and leisure activities. Generally, it is difficult for a young person to know what they want to do three to five years after graduation. That is why it is important to begin early. Parents, relatives, and others who know the student well should engage in thoughtful discussion about their future, what their choices are, what they enjoy doing, and what they might like to learn more about. Through a process of exploration and self awareness a student can make informed choices about their future.
At age fourteen (14), IDEA requires that a Individualized Transition Plan (ITP), be developed as part of the student’s Individualized Education Plan (IEP). This plan is reviewed annually, and should reflect the activities, services, and programs that will be provided throughout high school in order to assist the student to achieve their long-range goal. The activities designated in the ITP should be based on a student’s individualized needs and reflect their interests, strengths, and preferences. These needs and related activities are categorized into five areas or domains. They are: vocational, instruction, independent living, post secondary education and training, and recreation and community participation.
The Governor Morehead School has programs and services which provide learning opportunities in all the areas specified in IDEA.
- VOCATIONAL
- School Based Training
Community Based Training
On and off campus paid work opportunities
Vocational Center
Work Center
DSB/GMS Cooperative Agreement
- INDEPENDENT LIVING
- Independent Living Curriculum
Independent Living Apartment Program