To make effective decisions on pathways, the student, family/caregiver and teacher need be well informed about the options available. These decisions can be made in the:

• Negotiated Education Plan (NEP) meetings
• DECS Transition Plan

Deciding what to do beyond school can be challenging for some students. The pathways are flexible and include:

• Adult Community Education
• Business Services
• Day Options
• Government Youth Traineeship Program
• Home Business
• New Apprenticeships
• Open Employment
• Pathway through life
• Recreation & Leisure
• Sport
• University
• VET (TAFE or other RTOs)
• Vocational Education & Training (VET) for Schools
• Volunteering

Making the transition from school often requires careful planning and support. Some pathways can be built into the transition program while the student is still at school. This can offer accreditation towards SACE and national certificates. Advice on this can be obtained from teachers, counsellors, agencies etc.

The aim of the ‘Discovering Post School Pathways’ CDROM is to demonstrate the range of possible pathways that presently exist and have been successfully accessed by people with a disability.

It is important to:

• be flexible
• be prepared to modify
• consider that two different pathways may be investigated at the same time.

Transition for students with disabilities from school to a post school option can be a complex process so it is vital to understand the roles of each of the key stakeholders.

STUDENTS’ ROLE

Students have the most important part to play in the process of transition. It is important that they: have a voice are listened to are respected. Students who can recognise their strengths and needs and who are motivated and resilient can more readily identify their pathway.

PARENTS’ ROLE

Families/caregivers form a strong basis for support in the transition period. Where parents/caregivers are genuinely welcomed as active participants, their son or daughter is more likely to respond favourably during transition. Parents/caregivers can support their son or daughter to have more self-confidence. This can lead to: a sense of personal power self worth security control. The quality of the involvement of parent/caregiver in the transition of their son/daughter can influence a successful and positive post school outcome.

TEACHERS’ / COUNSELLORS’ ROLES

Teachers and counsellors can assist in showing the range of pathways available to a student. Resilience, problem solving and flexibility are skills that teachers or counsellors can encourage in a student. Teachers and counsellors need to teach the skills of self- determination that are essential for students to be: self-sufficient fully participating members of society. Teachers and counsellors can provide: individual or group mentoring opportunities a comprehensive information base for students to access ‘real life’ experiences for students information and support to other school staff, parents/caregivers, agencies and support services.

AGENCIES AND SERVICE PROVIDERS’ ROLES

Schools are able to draw on the expertise of Agencies and Service Providers. The role of the Agencies and Service Providers is to share current information with key stakeholders about the services available to students. Regional Transition Brokers, Vocational Education Coordinators and cluster partnerships established under the Futures Connect strategy will assist schools in this process. It is recognised as good practice that regular monitoring, review and evaluation of the transition process is undertaken by key stakeholders to strengthen the process.