Transition Plan on Employment/Continuing Education

University of Phoenix Material
Transition Plan Template
Student InformationDate:14th August 2023.School:University of PhoenixStudent name:Michael SimmonsDate of birth:Age:17Expected graduation date:Expected diploma type:Case manager:
Transition Planning IssuesStrengths/NeedsGoalsActivities Needed to Achieve GoalsAgency Name to Support GoalsPerson(s) ResponsibleStart DateEnd DateEmployment/Continuing Education
(Identify areas of interest.)
Finding a job
Keeping a job
Technical training
Special services in collegeWith respect to strengths, Michael is capable of obeying two- and three-step instructions. He engages in practical tasks and can use the restroom on his own. He also demonstrates basic abilities in math, reading, and writing. His enthusiasm for favorite things and activities has been evident and well-established. In addition, he demonstrated a capacity for greetings that is prompt-initiated. He also demonstrated the development of fine and large motor skills through therapy.
With respect to needs, he needs to improve his social interaction and communication skills. It is also necessary to develop vocational and self-help skills, strategies to manage self-stimulatory behaviors, enhance expressive and receptive communication abilities, and support reading comprehension and writing skills.
Goal 1: Determine Michael's interests and strengths to guide career and education choices.
Goal 2: Improve vocational skills for future employment.
Goal 3: Enhance Michael's communication skills with colleagues, superiors, and customers.
Goal 4: Investigate technical training programs that align with Michael's interests
Goal 5:
Explore post-secondary education options and identify necessary support services.
Goal 6:
Equip Michael with the ability to communicate his needs and accommodations.
#Goal 1: Conduct tests of aptitude and interest. Have conversations about preferences and skills.
#Goal 2: Introduce tasks related to different job roles. Provide hands-on experience in various vocational tasks.
#Goal 3: Role-play workplace scenarios (Johnson et al., 2020). Practice initiating and maintaining conversations.
#Goal 4: Research technical training options (Johnson et al., 2020). Attend open houses or information sessions.
#Goal 5: Research colleges with special services for students with disabilities. Attend college fairs and disability resource workshops.
#Goal 6: Provide information about rights and accommodations. Role-play self-advocacy scenarios.#Goal 1: Vocational counselors, special education teachers, and school career center.
#Goal 2: Vocational counselors, job training programs.
#Goal 3: Speech and language therapists and behavioral specialists.
#Goal 4: Vocational counselors, community colleges, and technical schools.
#Goal 5: College disability resource centers and school counselors.
#Goal 6: School counselors and advocacy organizations.
#Goal 1: Vocational counselor, special education teacher, and school counselor.
#Goal 2: Vocational counselor, job training instructor.
#Goal 3: Speech and language therapist, behavioral specialist.
#Goal 4: Vocational counselor, school counselor.
#Goal 5: School counselor, college disability resource coordinator.
#Goal 6: School counselor, advocacy organization representative.
1st February 202331st April 2023Living Arrangements (Identify personal preference.)
Residential
IndependentWith respect to strengths, Michael demonstrates independent toileting skills, basic reading, writing, and math skills, as well as the ability to follow two- and three-step commands.
Michael also demonstrates fine and cultured motor skills development through therapy. He is also interested in preferred objects and activities and demonstrates the capacity to initiate greeting, verbal and non-verbal social interactions.
Concerning the needs assessment, Michael demonstrates outstanding development of more advanced life skills, enhanced social interaction and communication skills, and a potential transition to a more independent living situation.Determine Mic...