Transition planning is designed to prepare the student for employment, independent living, and other activities of adult life. Current program policies and practices address transition activities and requirements; however, because students with mental health disabilities often develop social skills and acquire information at a slower rate and adjust to new situations with difficulty, they will most likely require more time and additional support and preparation to ensure a successful transition from a supported environment to one of independence. Therefore, career transition staff should be an active member of the student’s IDT prior to the start of the career transition period and IDT meetings should include a discussion on transition.

In addition to acquiring self-determination and self-advocacy skills, students with mental health disabilities must also consider what, if any, supports they may need in the workplace, the community, and/or in their living environment. Failure to consider these issues and adequately prepare for them could result in the student quickly becoming overwhelmed with the demands of day-to-day independence.

The student will now be solely responsible for identifying, pursuing, obtaining, and coordinating the services needed to prepare for employment and independent living.²⁸ Transition planning does not have to be a complicated process but it does require some evaluation and staff who are knowledgeable about disabilities, the supports they may require, community resources, and creative problem-solving.

• Developing a Transition Plan
• Adult Support Systems
• Reasonable Accommodation in the Workplace
• Keeping Records

Developing a Transition Plan²⁹

Each student with a mental health disability should have an IDT meeting(s) that focuses on developing a transition plan. Areas where the student may need support (e.g., employment, transportation, personal/independent living, community, and recreational/social) should be discussed.

The following questions may help identify the student’s particular transition needs.

1. What supports does the student currently have in place and will the student need to take those supports with him/her when leaving the program?
2. Does the student have any assistive technology needs? If so, must they be portable in design?
3. Does this student need further training? If so, what types and what are his/her options for securing this training?
4. Does the student receive disability income? If so, are there any special considerations that the student should be aware of (e.g., time frames, discontinuation of income, medical insurance, etc.)?
5. Will the student need accommodation in the workplace? Is the student prepared to disclose his/her disability to request these accommodations, and does he/she possess the necessary information to document the need for accommodation?
6. Are there any partnering support agencies that will begin or continue to provide support after the student exits the program (e.g., Vocational Rehabilitation, etc.)?³⁰ Have steps been taken to ensure coordination or continuation of services?
7. Is the student aware of community adult mental health services and resources that can assist him/her should the need arise?  Have medical/mental health referrals been made?
8. Will the student’s family be able to provide any support after the student leaves the program?
9. Is the student interested in participating in support, recreation, or social groups and is he/she aware of activities available in his/her community?
10. Are there any special household, transportation, or independent living needs?

All transition issues should be resolved and resources in place before the student is separated from the program.

For information on specific transition topics including resource materials, visit the Career Development Module of the Job Corps Health and Wellness Disability website.

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 Adult Support Systems

There are several adult support systems (e.g., vocational rehabilitation, social security) that may benefit eligible students with mental health disabilities throughout the transition process. For more information on these systems, visit the Job Corps Health and Wellness Disability website.

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Reasonable Accommodation in the Workplace

Students with a mental health disability who are able to perform the essential functions of a job are entitled to workplace accommodation. Some of the most common workplace accommodations for people with mental health disabilities include the following:

• Restructuring jobs/modifying job duties
• Adjusting work schedules to allow time off for therapy or medication side effects
• Flexible leave and scheduling
• Assistive devices (e.g., reminder system, record-keeping system, headphones)
• Modifying work site
• Job coach to assist in hiring or on the job
• Changes in procedures (e.g., allowing extra time for training, modifying the way feedback and instructions are given)

Many of the accommodations students with mental health disabilities need for Job Corps will carry over to the workplace. For example, issues with social interaction, stamina/pace, and tolerating stress will still be issues for the student, likely more so since the workplace will not likely be as supportive an environment as Job Corps. Since Job Corps staff has worked with the student in a vocational setting, they may be able to assist employers in identifying the limitations and suggesting effective accommodations. In addition to assisting employers with reasonable accommodation issues, Job Corps staff may also provide some education to employers about hiring people with disabilities.

For more information on reasonable accommodation in the workplace and educating employers about hiring people with disabilities, visit the Career Development Module of the Job Corps Health and Wellness Disability website.

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Keeping Records

Center staff should assist students with disabilities in developing a recordkeeping system to keep track of services received, time frames during which those services were received, and any documentation surrounding such services, especially related to the documentation of the student’s disability.

Records to secure:

• High school transcripts
• Medical records or documentation of disability, including evaluations and/or tests
• Employment progress reports or school to work progress reports
• Letters of recommendations from previous employers
• Personal letters of reference
• Copies of correspondence with supporting agencies and service providers

If possible, maintain and save logs of all conversations with agency personnel.

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²⁸ National Information Center for Children and Youth with Disabilities and HEATH, “Transition Summary".

²⁹ The Institute for Community Inclusion has several publications available with information, ideas, tools, and resources to help young adults with disabilities transition to employment and independent living. Many of the checklists and tip sheets can be adapted for Job Corps.

³⁰ Any external entity (e.g., VR, community mental health program, family members) that may be assisting the student after exit from the program should be invited to participate in transition planning for the student.