After you have researched your options and figured out the direction that is best for you, it’s time to make a plan.
Planning is collaborative. It involves the teen and their parents as well as the support people who are assisting with the transition. Planning also takes time. The most important thing to keep in mind while designing the plan is that it needs to represent the student’s ideas, interests, and goals. It’s crucial for everyone to discuss the options, but once the plan has been decided on everyone needs to support it (even if it’s not exactly what someone had thought would be best).
Things to consider while making a plan:
- The family’s ongoing role with the student—As a student nears adulthood, he or she often would like to have greater independence. The family may not be needed as much, but they are still needed. Family-centered planning is a way to consider the needs of each member of the family when making decisions.
- The need for an up to date assessment of the student’s abilities—A neuropsychological evaluation is recommended for students with TBI when they begin transition planning. This type of evaluation identifies strengths and weaknesses in thinking skills. In addition to assessing the student’s thinking abilities, it is a good idea to assess the environment and the accessibility of needed services.
- Setting Goals—After a student’s assessment has been done, it is time to set goals for the transition plan. Like planning, goal setting is collaborative and should include the student, family members, teachers, and other professionals. The team should explore all possible options before setting goals. Goals should utilize the student’s strengths and should be challenging, but not overwhelming. In addition, goals should be measurable and attainable.
- Reviewing and Revising the Plan—It is important to plan meetings to review how well the plan is going. If, despite the student’s efforts, something isn’t working, the review session is an ideal time to figure out a solution.
From: Life After High School by D. Hood, B. Todis, and A. Glang, published by the Brain Injury Association of America, 2006.