ability to provide informed consent with respect to the child’s educational program.
When a child with a disability reaches the age of majority, age 18, the legal rights for special education services move from the parent to the child. The parent and child with a disability are notified one year before the child’s 18th birthday of this transfer of rights. If the parent or care provider determine that the child is unable to, or incapable of, making decisions about education or independent living, there are two options. A legal guardianship can be established as the broadest and most restrictive form of management. The guardian makes decisions on behalf of the child for medical care, financial management, education, and all other life situations. An alternate option is conservatorship. This less restrictive method allows a conservator to handle financial decisions only (Transition to Adult Living, A Guide for Secondary Education, California Department of Education, 2001). Charter SELPA form D/M 68K – IEP Signature Page provides the mechanism for documenting that a child with a disability has been advised of the rights and his/her attendance responsibilities that he/she will gain when he/she reaches the age of 18. Section F – Course of Study According to IDEA 2004, the term transition services means a coordinated set of activities that is designed to be within a results-oriented process that is focused on improving the academic and functional achievement of a child with a disability and facilitating the child’s movement from school to post-school activities, including postsecondary education, vocational education, employment, continuing and adult education services, independent living, and community participation. These activities are determined and coordinated as part of a child’s IEP. These transition services are based on the child’s needs, taking into account the child’s strengths, preferences, and interests. They include instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, the acquisition of daily living skills, and functional vocational evaluation. Beginning not later than the first IEP to be in effect when the child is 16 years of age, and updated annually thereafter, the IEP shall include appropriate measurable postsecondary goals, measurable annual goals, and transition services needed to assist the child in reaching those goals. The governing board of each Charter LEA shall adopt a policy to implement a course of study that prepares children to meet Charter LEA and state requirements for graduation or a certificate of completion ( Title 34 of the Code of Federal Regulations § 300.320; Education Code §§ 51225.3 and 51225.4 ). Requirements for graduation and specified alternative means for completing the prescribed course of study shall be made available to children, parents, guardians, and the public. The Charter LEA’s course of study shall provide children with opportunities to attain the skills, knowledge, and abilities they need to be successful in school, college, and the workplace.
Chapter 6 – Transition Services, Charter SELPA As of 10/17/2019 Steering Committee Review/Adoption
Page 5
Made with FlippingBook - professional solution for displaying marketing and sales documents online