TRANSITION SERVICES: INDEPENDENT LIVING

EXAMPLES (8a.4a – 8a.4f, 8a.5c & 8a.5d, 8b.4a – 8b4i, 8b4l, 8b4n, 8c4g, 8c4j, 8c4l, 8c4n, 8c5c & 8c5d, 8d4c-8d4d, 8d5c-8d5d, 8e4a-4f, 8e4k, 8e4l, 8e4n, 8e5c-8e5d, 8f4g-8f4n, 8f5c-8f5d)

8a.4a: The following examples of instruction support the postsecondary education/training and independent living goals of “Lissette will complete the non-degree program at Montgomery County College” and “upon completion of high school, Lissette will successfully utilize public transportation, including the public bus and uptown trolley.”
Examples:

Instruction on Community Safety skills
Travel instruction
Math instruction related to money usage
Literacy instruction related to sight word identification
Instruction related to community safety and self defense at the YMCA
Math instruction related to telling time on a variety of watches and clocks

8a.4b: Nonexamples:

Instruction related to life science
Intelligence testing
Job shadowing with school bus driver
Participating in chorus

8a.4c: The following examples of instruction support the postsecondary employment and independent living goals of “upon completion of high school, Jeremy will independently prepare for work each day, including dressing, making his bed, making his lunch, and accessing transportation.”
Examples:

Instruction on using picture symbol recipes
Instruction on personal hygiene
Community-based instruction on purchasing lunch supplies

8a.4d: Nonexamples:

Instruction related to laundry skills
Instruction related to the water cycle
Visit to a McDonald’s food prep area

8a.4e: The following examples of instruction support the postsecondary individual living goal of “upon completion of high school, Paulo will play soccer in a recreational soccer league at the YMCA.”
Examples:

Social skills training
Travel training
Soccer skills training in adaptive physical education
Instruction related to preparation for sport activities
Self-advocacy training

8a.4f: Nonexamples:

Instruction related to civil rights
Instruction on food preparation
Math coursework
Schedule and calendar skill instruction

8a.5a: The following examples of instruction support the multi-domain postsecondary goal for Jason of attending college to gain employment as a teacher.
Examples:

Digital version of U.S. History texts
Extended time on end of course tests
Self-advocacy instruction
Tutoring for college entrance exams

8a.5b: Nonexamples:

Field trips to the grocery store

8a.5c: The following examples of instruction support the multi-domain postsecondary goal for Stephanie related to accessing transportation to her job, where she will participate in on-the-job training.
Examples:

Travel instruction
Instruction on use of a picture schedule
Instruction in telling and calculating time
Reading instruction

8a.5d: Nonexamples:

Instruction on the life cycle of insects
Instruction on domestic independence skills (e.g., bed-making, cleaning bathrooms)

8b.4a: The following examples of related service support the postsecondary independent living goal of “upon completion of high school, Lissette will successfully utilize public transportation, including the public bus and uptown trolley, to arrive safely at work at the appropriate time.”
Examples:

Assistive technology services to increase use of voice output device
Physical therapy to improve independent ambulation

8b.4b: Non-examples:

Travel training
Self-determination instruction

8b.4c: The following examples of related service support the postsecondary independent living goal of “upon completion of high school, Jeremy will independently prepare for work each day, including dressing, making his bed, making his lunch, and accessing transportation.”
Examples:

Orientation and mobility services to identify storage areas in kitchen
Occupational therapy services to improve spreading and cutting with knife
Speech therapy to improve communication through use of picture symbols

8b.4d: Nonexamples:

Instruction related to making simple meals
Training to use an automated bank machine

8b.4e: The following examples of related service support the postsecondary independent living goal of “upon completion of high school, Paulo will play soccer in a recreational soccer league at the YMCA.”
Examples:

Physical therapy services to improve dribbling ball
Therapeutic recreation services to improve sportsmanship

8b.4f: Nonexamples:

Participation in after school intramural sports
Instruction related to first aid

8b.4h: The following examples of related service support the independent living goal of “after graduation Rolanda will participate in community-integrated recreational/leisure activities related to music, movies, and art at movie theaters, concerts at the local community college, art and craft museums downtown, and the entertainment store at the mall.”
Examples:

Speech therapy services for training in use of augmentative communication device
Speech therapy, occupational therapy for augmentative communication evaluation and selection of appropriate augmentative communication device for school and postschool environments
Occupational therapy for use of assistive technology
Occupational therapy for assistive technology evaluation for determination of devices to increase independence in home and center-based environment
Physcial therapy to maintain and improve strength and flexibility
Nursing services to increase Rolanda’s ability access to community environments
Transfer of therapy services to adult service arena

8b.4i: Nonexamples:

Participation in a school club
Instruction related to hygiene

8b.4l: The following examples of related service support the independent living goal of “immediately following graduation, Kevin will participate in 1- 2 age-appropriate community and individual community-based activities per week related to horticulture, socialization with young adults, animals, and music.”

Examples:

Speech therapy services for training in use of augmentative communication device
Speech therapy, occupational therapy for augmentative communication evaluation and selection of appropriate augmentative communication device for school and postschool environments
Occupational therapy consultation for use of assistive technology
Occupational therapy consultation for assistive technology evaluation for determination of devices to increase independence in home and community environments
Physical therapy to maintain and improve strength and flexibility
Transfer of therapy services to adult service arena

8b.4n: Nonexamples:

Participation in a school club
Instruction related to hygiene

8c.4g: The following example of community experience support the independent living goal of “after graduation Rolanda will participate in community-integrated recreational/leisure activities related to music, movies, and art at movie theaters, concerts at the local community college, art and craft museums downtown, and the entertainment store at the mall.”
Examples:

Visits to recreational agencies/facilities in the community
Leisure and recreational interest survey through student response to different leisure opportunities in the community

8c.4j: Nonexamples:

Job shadowing in a retail environment
Practice using public transportation

8c.4l: The following example of community experience support the independent living goal of “immediately following graduation, Kevin will participate in 1- 2 age-appropriate community and individual community-based activities per week related to horticulture, socialization with young adults, animals, and music.”

Examples:

Visits to recreational agencies/facilities in the community
Leisure and recreational interest survey through student response to different leisure opportunities in the community
Referral to Teens on the Town, a recreation program for young adults with developmental disabilities

8c.4n: Nonexamples:

Employment preference survey
Watching a movie in the classroom
Calling the movie theater from the classroom to determine movie times

8c.5a: The following examples of community experience support the multi-domain postsecondary goal for Jason of attending college to gain employment as a teacher.
Examples:

Structured observations of teachers
Visit to at least one college with a teacher preparation program
Conduct teacher interviews

8c.5b: Nonexample:

Watch series of videos on various professional careers

8c.5c: The following examples of community experience support the multi-domain postsecondary goal for Stephanie related to accessing transportation to her job, where she will participate in on-the-job training.
Examples:

Job shadowing in a food-service environment
Taking the bus to access job shadowing site

8c.5d: Nonexamples:

Preparing sandwiches in the classroom
Role-playing interviews with classmates

8d.4c: The following examples of employment and other postschool living objectives support the postsecondary independent living goal of “upon completion of high school, Jeremy will independently prepare for work each day, including dressing, making his bed, making his lunch, and accessing transportation.”
Examples:

Learning locations of various food items in his kitchen at home
Determining his preference among five or fewer food choices

8d.4d: Non-examples:

Make phone call to parents once daily
Order items at local restaurants

8d.5c: The following examples of employment and other postschool living objectives support the multi-domain postsecondary goal for Stephanie related to accessing transportation to a job, where she will participate in on-the-job training.
Examples:

Using the bus schedule during in class instruction and on community outings
Using computer software to identify likes and dislikes regarding food-preparation jobs

8d.5d: Non-examples:

Preference assessment regarding meals in local restaurants
Going to the movies

8e.4a: The following examples of daily living skills support the postsecondary education/training and independent living goal of “Lissette will complete the non-degree program at Montgomery County College” and “upon completion of high school, Lissette will successfully utilize public transportation, including the public bus and uptown trolley.”
Examples:

Purchase a monthly buss pass
Safety skills in the community
Learning to choose a seat near the bus driver
Learning to use the pull cord to identify her upcoming stop

8e.4b: Non-examples:

Laundry skill instruction at home
Preparing simple meals for herself
Instruction to improve reading comprehension

8e.4c: The following examples of daily living skills support the postsecondary independent living goal of “upon completion of high school, Jeremy will independently prepare his lunch for work each workday.”
Examples:

Knowledge and use of simple recipes
Consumer skills at the grocery store
Dish washer loading and unloading instruction
Sorting items according to temperature need (refrigerator, freezer, pantry)
Knowledge of healthy food choices

8e.4d: Nonexamples:

Instruction in purchasing lunch at McDonald’s
Instruction to improve bed making skills

8e.4e: The following examples of daily living skills support the postsecondary independent living goal of “upon completion of high school, Paulo will play soccer in a recreational soccer league at the YMCA.”
Examples:

Laundry instruction to wash uniform after games
Learn proper care for equipment (cleats, knee guards, ball)

8e.4f: Nonexamples:

Instruction related to life sciences
Instruction related to basketball rules
Driver’s education instruction

8e.4k & l: The following examples of daily living skills support the postsecondary education/training and independent living goal of “immediately after graduation, Kevin will participate in habilitative and functional skill training through CAP services and will attend Compensatory Education classes 2 times per week at the community college , After graduation, Kevin will continue to live with his parents and will participate in his daily care routines to the maximum extent possible”, and Immediately following graduation, Kevin will participate in 1- 2 age-appropriate community and individual community-based activities per week related to horticulture, socialization with young adults, animals, and music”,”

Examples:

Maintain a bank account
Express preferences related to saving money for personal
Safety skills in the community
Selecting clothing for the day

8e.4n: Non-examples:

Preparing simple meals for himself
Travel training in the community

8e.5c: The following example of daily living services support the multi-domain postsecondary goal for Stephanie related to accessing transportation to a job, where she will participate in on-the-job training.
Examples:

Appropriate interactions with co-workers in job shadow and work experience settings
Food preparation and kitchen hygiene instruction

8e.5d: Nonexamples:

Driver’s education

8f.4g- 4i: The following example of functional vocational evaluation supports the postsecondary goals for Rolanda related to education/ training (1 goal), employment (1 goal), and independent living (3 goals).
Example:

Refer to Vocational Rehabilitation for non-verbal, modified assessments of adaptive behavior, career interest, and career skills

8f.4j: Nonexample:

Administration of assessments intended for verbal students
Administration of assessments for preschoolers, not related to employment or adult living skills

8f.4k-m: The following example of functional vocational evaluation supports the postsecondary goals for Kevin in the areas of education/ training (1.2s), employment (1.3s), and independent living (1.4k -m).

Example:

Refer to Vocational Rehabilitation for non-verbal, modified assessments of adaptive behavior, career interest, and career skills

8f.4n: Nonexample:

Administration of assessments intended for verbal students
Administration of assessments for preschoolers, not related to employment or adult living skills

8f.5c: The following example of functional vocational evaluation supports the postsecondary goals for Stephanie related to education/training, employment, and independent living skills.
Examples:

Completing a career preference inventory
Completing an adaptive behavior scale
Teacher made task-analysis of cooking task in the classroom

8f.5d: Nonexamples:

End of grade test civics
Brigance Early Childhood Inventory

This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H326J050004. Marlene Simon-Burroughs served as the project officer. The views expressed herein do not necessarily represent the positions or polices of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: National Secondary Transition Technical Assistance Center (2007) Indicator 13 Training Materials, Charlotte, NC, NSTTAC.