In December 2009, approximately 180 transitioning professionals in Maryland came together for 1½ days of discussion, resource sharing, collaboration, and networking. Valuable insights and input were received from participants and are being used to plan the future of services to transitioning youth in Maryland.
2009 Transitioning Institute Executive Summary
2009 Transitioning Institute Full Report This information is being shared with the Interagency Transition Council to inform their work at the State level. Participants agreed that the Transition Institute model was extremely effective and would like to see this model repeated in subsequent years, perhaps in combination or as an adjunct to a Transition Conference. Participants were divided into two tracks: post-secondary, which focused on those students pursuing post-secondary education after high school; and employment, which focused on those students going directly into employment after high school. Within those tracks, discussions revolved around three key areas:• Partnerships – who are the key stakeholders in the transition process and what their roles are• Planning – the role of assessment, career development, self-determination skills, accommodations, and supports in the transition process• Careers – how transitioning youth can get paid work experiences and meet the needs of employersThrough these discussions, several key themes emerged:• Maryland is already doing an excellent job of engaging a wide variety of key stakeholders to work with transitioning youth. • Parents and families need to be included as key stakeholders and be provided education on such things as self-advocacy, benefits counseling, reasonable accommodations, eligibility vs. entitlement, and employer expectations• There are a number of exemplary programs in Maryland, both in the areas of post-secondary education and work experience while students are still in school, which should be replicated and expanded to other areas. • It has been suggested that DORS expand resources for transitioning youth on their website, to include a listing with links to specific summer and pre-college programs for transitioning youth.• Maryland needs to do more to increase opportunities for work-based experiences for students with disabilities while they are still in school.• Our schools need self-advocacy and self-determination instruction infused into the curriculum, along with opportunities for modeling and practice of these skills. This should include opportunities for student-led IEPs.• Maryland needs to do a better job of sharing resources with all stakeholders and build better collaborative practices for partnerships to benefit transitioning youth.