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Graduation – This can be a joyous time or it can be a scary time. Even with the best transition planning, the move to the adult world can be daunting. Children are entitled to receive a public education under IDEA; but there is no “entitlement” for adult services. Often there are waiting lists for adult services or confusing eligibility criteria. Therefore, it is imperative for parents to start thinking about graduation far in advance of the “big day.”
What would you do if your child did not have a disability? Would you wait until after graduation to research opportunities for your child? We hope not. Most typical students begin planning out their high school courses in 7th grade. It should not be any different for students with disabilities. Therefore, it is important to begin doing your own research well BEFORE graduation by contacting parent organizations, post secondary institutions, community providers, etc. to learn more about what is available in your community or around the state of Texas.
Again, the purpose of IDEA is to prepare students for further education, employment, or independent living. Every year your child is receiving special education services you should be preparing them for graduation. As early as possible (we recommend Middle School at the latest), begin talking to your child about his or her plans for the future. Ask yourself (including your child):
- Does my child want to attend a four-year college or university?
- Does my child plan to attend a trade school?
- Does my child plan to enroll in a certificate program at the community college?
- Does my child plan to work in the community? If so, what kind of job would he or she like to do?
- Does my child plan to attend a day program that will require specific self-help skills?
- Does my child plan to live independently or will he or she require supports?
When you have a vision for the future, you will be able to determine what your child will need to learn in high school (and earlier) to prepare for graduation. For example, most colleges and vocational programs, even those for adults with intellectual or learning disabilities, have minimum requirements - such as reading on a certain grade level or ability to pass a standardized test. So if your child dreams of enrolling in a developmental program at the community college and it requires him or her to read on a certain grade level, make sure the IEP addresses that reading goal.
There are a number of things that parents need to understand to ensure their student will be equipped for the “real world” when he or she graduates from high school:
- Transition Planning
- Age of Majority (see Guardianship and the Alternatives)
- Graduation Participation (see also Scooters Law – SB 673).
- TAKS testing (including TAKS-M and TAKS-Alt) or STAAR End of Course Exams (which replace the TAKS assessments beginning with students entering the 9th grade in 2011-2012)
- The Academic Achievement Record: Course of Study, Credits, and Graduation Programs
- Graduation Options
- Summary of Performance
Often by the time their children reach high school, parents incorrectly think that the law says that their children “must stay in school until they are 21.” Sometimes parents mistakenly assume that an array of adult services awaits their children with open doors once they graduate. Sometimes parents take the Scarlett O’Hara approach – “I’ll think about that tomorrow.” Don’t let this happen to you!
What Parents Need to Know
1) After a student has attended a high school for four years, schools are required to discuss graduation due to SB 673 or Scooters Law. This law allows students in special education to participate in graduation ceremonies with their same age peers (or those with whom they started high school) and then return for services. As an option, the student can wait to “walk” in the graduation ceremony when he or she officially graduates from high school and no longer receives special education services. Note: A student may only participate in a graduation ceremony once,so students and families must think about which situation fits their needs.
This is often a confusing topic for families. It is important if your child plans to participate in graduation ceremonies after his or her fourth year of high school and then return for special education services, the IEP paperwork should clearly state that the student is “participating in graduation ceremonies.” The paperwork should not say that the student is “graduating with a diploma” unless you are certain that he or she will not be returning for special education services.
2) Many parents think their children with disabilities are required to stay in school until age 21. Remember the reason a student stays in school after 4 years of high school should be based on a “need” for special education or related services to complete their Individualized Education Program. The need should be determined by the ARD Committee, which includes the student and family, and based on data or evaluations. Remember to consider the student’s desire to stay or graduate when making decisions; and balance those with any opportunities that are available in the community.
3) Many parents don’t realize that the decisions they make for their young children impact graduation from high school until it is too late. Choosing to modify curriculum (academic goals) for a student automatically places a child on the minimum graduation program track. It may improve your child’s post secondary outcomes if your child gets “C’s” in the regular curriculum vs. “A’s” with a modified curriculum. Don’t let a disability label get in the way of higher expectations! For more information on this – see Graduation Programs.
Make sure that graduation will truly be a day of celebration for your child and your family. As soon as your child enters high school, familiarize yourself with the topics listed above. Work with your child’s ARD committee to develop a well-defined transition plan – one that reflects your child’s goals and needs. Ultimately, it is up to you, working in collaboration with the school, to ensure that when the time comes your graduate is ready to make the ultimate change of placement – to further education, employment and independent living.
It is never too early to begin planning for graduation!
Resources:
Texas Project FIRST Articles:
- The Future
- Transition to Adulthood
- Guardianship and Alternatives
- Transition Goals and Objectives
- Related Services & Transition
- Graduation Programs
- Graduation Options for Students with Disabilities
- Academic Achievement Record
- Diplomas
- Summary of Performance
TEA Resources:
- Frequently Asked Questions - Volume One (pdf) – Answers to questions concerning recent changes to the State Board of Education Graduation Requirements
- Graduation Requirements - Provides information on specific coursework required for each graduation program (minimum, recommended, or distinguished)
- Guidance on Graduation – Frequently Asked Questions on TAC 89.1070
- Participation in Graduation Ceremonies – Implementation of SB 673
- Graduation Guidance on SB 673 for students receiving special education
Legal Framework for the Child-Centered Special Education Process - Graduation
Impact Newsletter: Key Roles in Planning the Transition to College and Careers, by Margo Vreeburg Izzo
Texas Project FIRST is an activity of the Texas Continuing Improvement Process (TCIP) under the auspices of the Texas Education Agency (TEA) and Region 9 Education Service Center, and is focused on helping to fulfill the goals of TEA and the Parent Training Committee
TEA Parent Information Line 1-800-252-9668
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