Strategies: Transition to Adult Living (Washington USD)

The Washington Unified School District's interpretation of an ''appropriate'' least restrictive environment for young adults is that they be served in an age appropriate setting, i.e., not located on a high school campus, but rather in a community setting where young adults without disabilities live, work, go to school and participate in recreational activities.

Through a structured combination of school or program–based activities, work-based activities and community–based instruction, students are taught how to make decisions about where they want to live, work and play. They are provided instruction and activities to develop self–advocacy skills so they not only make decisions, but also are able to advocate for their choices. Both formal and informal self-awareness and self-advocacy assessments and activities are used. Students are encouraged to try a variety of daily living and work activities and their progress toward skills for independence in the areas of employment and daily living skills are closely assessed and monitored.

All students participate in the development of their Individual Education Program (IEP), Transition Plan and attend, if not lead, their IEP meetings. Before exiting the program, a plan is developed for the next phase of adult living that includes housing, employment and participation in community life.

The program is designed around the research–based elements that support effective secondary transition identified by Paula Kohler, serving at Western Michigan University at the time, in a mega analysis of more than 20 transition programs. The elements of effective transition programming that Kohler initially identified are: Student-Focused Planning, Student Development: School and Work Based Learning, Interagency Collaboration and Family Involvement.