Review and Discussion of a Model for Seamless Transition to Adulthood

Abstract

This article discusses a new model for service delivery, the Transition Service Integration Model. This model integrates resources and expertise of three primary systems responsible for transition from school to adulthood for individuals with significant support needs. These entities are public schools, rehabilitation and developmental disability systems. The model involves school districts forming a partnership directly with private non-profit agencies that typically serve adults with significant support needs. Through this partnership personnel from the school district and private agencies work together during a student's last year in public school to develop a paid direct-hire competitive job and a variety of inclusive community activities to engage in when not working that establish a person-centered and self-determined adult lifestyle prior to school exit. Support needed to maintain these work and non-work activities after graduation is shared by the rehabilitation and developmental disability systems with the same non-profit agency authorized to continue the same services on the first service day after school exit, creating a seamless transition for the individual. After four years of implementation, involving 234 students from 14 school districts in California and Maryland, 63% of all graduates have been employed at school exit and 88% of all graduates have experienced a seamless transition, that is, having no break in support services following school exit. Three year maintenance information shows that 90% of these graduates are still receiving support from the same non-profit agency and that 71% are still employed.