ralph szur | Aug 7, 2006

You are so right Ric. Families must explore their options. Here at the Life planning center we have up to date information about the amount of credits needed for which type of diploma. We are glad to share this information upon request.

Often a school and even a family will tell a student that they can go to college but for some, who will not have the appropriate credits, this can be a cruel hoax. It is better to help the student plan for post graduation in a realistic functional way.

Mashal Gonzalez | Aug 17, 2006

Transition planning for students is the key to success. Often, however, the families that are faced with the greatest challenges are the ones who have had little or no exposure to the planning process. As Ric commented, ideally the process should begin at 14. But my experience with parents and educators alike has been that "crunch time" for transition planning begins at 19-20 years old, often too late to provide a smooth transition for families. Westchester Arc continues to make efforts to address this growing issue in the communities we live and work in by supporting the development of innovative opportunities like the "Choices" program. "Choices" is designed to cater to the young person with disabilities by providing them a chance to combine supported work and community experience. These blended services allow them to learn slowly, with greater supports ensuring a more positive experience. I am always available to meet with anyone who would like more information.

Barbara Stevelman | Sep 22, 2006

Dear Ralph Szur,
What is the Life Planning Center? Where can we read about it? I have a 16 year old granddaughter in John Jay high school.

ralph szur | Sep 26, 2006

hello Barbara, Our vocational services dept. STAR, is currently working with a John Jay student I have enclosed some info about the Life Planning cventer.
For Whom?: Students with disabilities

What?: A comprehensive approach to accessing support services

Why?: It takes more than a dream to reach for the stars. It takes a plan.

Life Planning, also known as Person Centered, or Personal Futures Planning, is a formal process that develops a road map for self-determination and self-fulfillment. We list the individual's interests, desires and capabilities, along with their dreams for the future. As themes emerge strategies for developing community connections are proposed. Finally, a plan of action is created. As a person?s life is explored, issues may be addressed that include the following; finding a place to live, obtaining a job and locating community resources for education and recreation.

The process begins with an initial meeting of the consumer and their family with a life planner from the Life Planning Center to identify the consumer?s personal relationships. Meetings can take place in any location that the family prefers: home, school, or the center?s offices. The center?s staff creates with the consumer and family a written profile describing likes and dislikes, strategies that work and what does not work. Strengths and aspirations are identified, as are opportunities and barriers. The information gleaned at these meetings becomes the basis for the preparation of a plan that identifies the individual's capacities, interests and dreams, and develops strategies to realize them. Subsequent meetings can help to refine the maps, so that the plan becomes a detailed working document. Critical to the Person Centered Plan is the identification of a personalized "circle of support", a network of people selected by the individual, and other team members, to help him, or her, build, and realize, their personal life plan. The circle often includes family members, friends, and professionals who are committed to the individual and to the success of their plan.

The Life Planning Center also functions as a central point of intake for many of the services provided by Westchester Arc. The advantage to the families is that the life planner can link and refer the consumer to a variety of adult services that will greatly facilitate the process of transitioning to adult living. In addition, counseling and direction can be provided to families to access entitlement programs such as social security, Medicaid, OMRDD, service coordination, and VESID.

Our Life Planning Center is actively preparing Person Centered Plans for students who are preparing to transition from high school. Person Centered Planning for adults is also available through other agency departments such as residential services and vocational services. If you would like to discuss developing a Person Centered Plan, please contact Ralph Szur, Director of the Life Planning Center at 914-949-9300, ext. 3002.

Diana Bellettieri | Oct 4, 2006

As a reporter for The Journal News, I have looked at IDEA and written about the challenges parents often face in getting their children the services they deserve. Please check out that story on our education blog at http://hallmonitor.lohudblogs.com/2006/09/13/advocating-for-your-kid/
Of course, comments and insights would be much appreciated.

I did not know about transition planning, but would like to write about it at some point this year. I will keep the contacts from this page for future reference. Thanks so much.

Sharan DePalma | Nov 30, 2006

Not only is transition planning part of the Federal IDEA 2006, it's imperative for our special needs' population to move forward and reach their potential. Here in New York, the transition age is 14, but the planning should start before then. I encourage parents to read,research, and consult with someone well versed in transition planning.(remember, also, that 'transition' is defined in several areas of the IDEA, starting from age 3 in early intervention, until age 21) There are many factors to think about when writing a transition plan. The intent of the law changed over time in keeping with increasingly improved understandings of the needs of students with disabilities. First part is getting the child into school and getting them FAPE. (opening the doors of public schools to students with disabilities.)

The informal second stage seeks to get them through. This phase continues and overlaps with stage three.Educators, related services staff, personnel from non-LEA agencies and parents alike work to keep students with disabilities from dropping out. In the best of situations, all are working together to enable the students to graduate with well-deserved general education diplomas.

In the informal third stage, IDEA 2004 most practically directs special education service providers to get them ready by preparing students for further education, employment, and independent living.