Last Update 3-1-04

Pennsylvania Division on Career Development and Transition

Our Mission

1.      To promote the career development of all exceptional children , youth and adults.

2.      To encourage, nurture, and advance efficient and effective programs of career awareness, exploration, preparation, and transition for all exceptionalities from early childhood through adulthood.

3.      To collaborate with other organizations on issues relating to career development and transition, and to disseminate such information to its members.

4.      To support the goals of the Council for Exceptional Children and its members.

The Division on Career Development and Transition (DCDT) was organized in 1976 as the twelfth division of the Council for Exceptional Children. DCDT focuses on the career development of children, youth, and adults of all ages and exceptionalities. DCDT also focuses on transition from school to adult life as a major component of the career development process.

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PADCDT

SECOND ANNUAL PENNSYLVANIA

DISABILITY MENTORING DAY

In order to promote the future of employment of youth with disabilities, the Pennsylvania Department of Education (PDE), Bureau of Special Education (BSE), sponsored the “Second Pennsylvania Disability Mentoring Day,” in partnership with the Pennsylvania Office of Vocational Rehabilitation (OVR) and the Parent Education Network.  The Individuals with Disabilities Education Act-Memorandum of Understanding partners, which includes PDE, OVR, the Department of Public Welfare and the Department of Health, created job shadowing experiences in their respective departments and locations. 

 Students were recruited and then matched with mentors who were identified in state agencies, based upon students’ job cluster preferences.  On October 9, 2003, fifty-one students gathered in the lobby of the Harrisburg Hilton Hotel and were taken by bus to six sites housing their mentors.  Mentors included the Secretary of Labor & Industry, a snack bar proprietor and many mentors in between. 

The purpose of the event was to kick off a series of local Disability Mentoring activities and events throughout the Commonwealth and to promote yearlong activities at the local level.  Both mentors and students had terrific experiences.  The day was a huge success!

Is your school district using the required forms for students with disabilities?

As of July 1, 2001 the Pennsylvania Department of Education (PDE), Bureau of Special Education (BSE), has developed new required forms. These forms are to be used for all students as of the effective date. These forms have transition implications. To view the correct forms, visit the PDE, BSE website at: www.pattan.k12.pa.us, then scroll down in the left column to Partners and click on BSE.

Transition Training & Guidelines

Transition Training & Guidelines

Transition training for local school districts, intermediate units, area vocational technical schools, service providers and parents is currently being scheduled  by Intermediate Unit Transition Specialists. Learn about legislative issues, assessment, career awareness activities, functional life skills, community-based vocational training, work experience, and much, much more. For more information please contact your local Intermediate Unit Transition Specialist.

The official Pennsylvania Department of Education Transition Guidelines are available. Copies can be obtained by contacting one of the following Instructional Support Centers:

Local Transition Coordinating Councils in Pennsylvania

Over fifty (50) Local Transition Coordinating Councils (TCCs) have formed across the Commonwealth. These local TCCs were created through a Memorandum Of Understanding entered into by the Pennsylvania Department of Education, the Department of Labor and Industry, and the Department of Public Welfare. The three agencies agreed to establish working relationships at the state and local level to achieve the MOU goal of enabling students with disabilities to receive a full array of transition services leading to competitive employment in their community. These include a coordinated education, vocational and life skills training, and support services to aid in the transition from school to work.

Serving on those local are the Intermediate Unit Transition Consultant, School District Representative(s), Area Vocational/Technical School Representative(s), County Mental Health Representative, County Mental Retardation Representative, Bureau of Blindness and Visual Services Representative, Deaf and Hearing Impaired Representative, Office of Vocational Rehabilitation, Parent, Family, and Student Representation, Local Advocates, Elected Officials, Local Providers, Local Businesses, Etc.

The mission of the local TCCs is to promote effective transition for students with disabilities from school to adult life through the development of:

"...a coordinated set of activities for a student, designed with an outcome-oriented process, which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated education, adult services, independent living, or community participation. The coordinated set of activities shall be based upon the individual student's needs, taking into account the student's preferences and interests, and shall include instruction, community experience, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation" [IDEA Sec. 1401.19; Rehabilitation Act Amendments 1992 Sec. 7 (35)].

The Roles and Responsibilities of the local TCCs include:

1.      Serve an advisory function (to the local service delivery system) for the development and continued implementation of transition activities.

2.      Develop a comprehensive plan of local transition programs and services for younger Pennsylvanians with disabilities from the age of 16 (or younger when appropriate).

3.      Develop and maintain local transition interagency agreements.

4.      Coordinate transition services with child and family services.

5.      Serve as an advocate for younger Pennsylvanians with disabilities and their families.

For more information on local TCCs, contact your local Intermediate Unit and ask for the Transition Consultant.

A Suggested Process for Transition Planning

The process of incorporating transition into the IEP requires that educators and families formulate and implement a plan that prepares each student with disabilities for the adult world. In the IEP planning process, schools must, for every student with a disability who is sixteen years of age or older (or younger if appropriate), include a statement of needed transition services. This statement can be accomplished by completing the Transition Components of the IEP which will be discussed at length later in this section.

Before the IEP meeting:

During the IEP meeting:

Conduct the IEP meeting to actively involve the student and family. Review the student's Present Levels of Educational Performance including: the summary of performance in the current educational program; strengths, needs, and how the student's disability affects involvement and progress in general education curriculum. Also, review the latest Comprehensive Evaluation Report (CER) to get the results of additional assessment data. This information will be needed in order to guide the development of the following:

After the IEP meeting:

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