Multiple Life Domains

Before we begin... consider this - Transition planning is not just about jobs/work….it’s about getting a life.

Make a list - What are the aspects of life that you value the most?
- Your family?
- Your home?
- Your fun?

The same is true for students who are planning for their lives after high school.

Some will value work most, but most will want a full life that includes a consideration of multiple life domains.

Focuses on transition as a whole, rather than varying areas that may be disconnected.
Used to prepare the student for a variety of transition outcomes, including postsecondary education, vocational education, employment, independent living, and/or community participation.
Includes the integration of all of the areas to ensure a student’s life is fulfilled in the workplace, at home, and in the community, and transportation and other leisure activities that are part of adult life.
By planning for the transition activities, educators can ensure students are well prepared for their adult lives after school (Thoma et al., 2009).
Students that communicate their goals for adult life may consider academic (e.g., postsecondary education) and/or functional lifestyle goals (e.g., self-determination, community living) that may also require supports from community providers, postsecondary leaders, K-12 academic teams, and other providers (Best, Scott, & Thoma, 2015).

Employment

Paid and applied vocational experiences have the potential to provide meaningful experiences that would motivate students to complete school.

Working & getting the job
Social skills to get along with others
The ability to respond to feedback & follow a chain of commands
Respond to the novel experiences that occur
Workplace fit & culture (dress, behavior, socialization, order & control)
Provide a variety of experiences to make informed choices
Ensure you provide opportunities for students to receive counseling and guidance through positive relationships to support career development

Community based activities can increase intellectual and social skills, develop friendships, and expand life experiences.

Connecting with friends despite lack of money, or time, or great skills
It’s about being a contributing member of your community (taxes, volunteering, membership)
Participate in community programs (i.e., library or museums, after-school programs, recreation programs, sports programs, vocations, religious orgs)

Financial responsibility and living away from home, and making new friends, and maybe balancing work
It’s about deciding where you want to live, and linking that with your income, your potential income, and other priorities and abilities
It’s about learning to care for your home/apartment
It’s about safety
It’s about the kind of lifestyle you want (city, rural, suburban)

Developing skills to be a self-advocate and develop the skills of self-determination in general
Understanding your disability and the accommodations necessary to address your needs
Focus on person-centered planning and allowing the student to have a voice in their choices
Understand students individual needs and ways you can support students to build awareness of supports they need

Thoma, Bartholomew, Tamura, Scott, & Terpstra (2008)

Next: Self-Determination

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