For Families
It takes planning and teamwork
Teachers, students and families all have an important role to play in making the transition from school to work as smooth and successful as possible. It takes planning, teamwork and attention to the details described below but the effort will pay off!
This section is written especially for young adults age 14 to 22 who have a documented disability, attend a secondary school, and have an Individualized Education Plan (IEP).
Ways to help prepare for your future in the workforce while still in school:
- Take courses that match your work goals.
- Learn valuable skills that you will use at your future job.
- Enlist the help of professionals to set a career path.
- Look for opportunities early and often to learn about different types of jobs.
The sections below describe what schools, families and students can each contribute towards a successful transition from school to work.
What schools can do
Be sure that the IEP (for students ages 14 and up) contains information and plans about work-related goals.
Beginning at age 14, document the student’s need for transition services every year on a Transition Planning Form (TPF). (The TPF is maintained with the IEP and includes the student’s vision for post-secondary education, training, employment and adult living.)
Identify the students’ career interests and preferences through paper and pencil assessments.
Plan activities that develop work skills and offer opportunities to explore careers. Examples include:
- workplace visits and tours
- mock job interviews
- after-school and summer jobs
- internships (paid or unpaid)
- job placements
- mentorships
- job shadowing
- Submit the Chapter 688 Referral Form two years before the student exits school, or turns 22 (whichever is earlier). The Chapter 688 Referral is a form that identifies a student’s need for additional services after completing special education. These services might be provided by one of the Massachusetts adult disability service agencies (Department of Developmental Services, Department of Mental Health, Massachusetts Rehabilitation Commission, etc.) The 688 referral must come from the school.
What parents can do
Parents can set expectations and be involved by:
- Placing confidence in their son or daughter and believing that that they can work, can contribute and can find great satisfaction in having a job.
- Taking an active role in the IEP process, including the preparation of the Vision Statement.
- Supporting their young adult to play an active role in the IEP process.
- Monitoring school staff, especially with the Chapter 688 referral.
Parents can also help develop their child’s employment-related skills by:
- Assigning their child responsibilities at home from an early age.
- Delegating paid chores at home, including everyday chores such as setting the table as well as larger responsibilities, such as washing the car.
- Fielding ideas from co-workers, neighbors and relatives about where your son or daughter might volunteer or work.
- Teaching money skills when you bank and shop with your child.
- Supporting your child to become more independent by taking public transportation and planning trips on public transit.
- Encouraging and nurturing your child’s hobbies and interests.
- Finding ways for your son or daughter to learn about and interact with community resources, such as the YMCA and library.
- Determining times when your child can exercise leadership and build self-esteem (for example, by planning a family outing).
What students can do
- Play an increasing role in the IEP meeting. This includes being an active participant as well as a leader of the meeting.
- Talk with teachers and other adults about work possibilities and community involvement.
- Explore and build on interests and hobbies through school activities.
- Take part in career exploration and job seeking activities with the support of school staff.
- Practice taking charge.
- Learn about your educational rights and the services available to you.
- Gather information, make your own appointments.
