What are Adult Services?
Adult services are services that are provided by an outside community agency, to either support a student after the student earns their diploma or the student ages out of school and begins to access their post-secondary goals.
What is the purpose of Identifying Adult Services?
The purpose of requesting the participation of and including adult service agencies with the IEP team is to identify necessary skills the student will need to develop to successfully meet their post-secondary goals. Adult services support the transition process by providing necessary information and procedures for the student to access services in their post-secondary life. Identifying the necessary adult services prior to graduation ensures a continuation of services for the student, rather than a break. Allowing a seamless transition increases the student’s likelihood of post-school success.
Who is Responsible for Adult Services?
The school district is responsible for the implementation of a student’s IEP. Therefore, it is the district’s responsibility to invite, with parental consent, a representative of any participating agency that is likely to be responsible for providing or paying for a transition service indicated in a student IEP.
IDEA
34 CFR 300.43 Transition services. (a) Transition services means a coordinated set of activities for a child with a disability that -
- Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.
92 NEBRASKA ADMINISTRATIVE CODE 51 (RULE 51)
003.63 Transition services means a coordinated set of activities for a child with a disability that is designed to be within a results-oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education,adult services, independent living, or community participation; is based upon the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes instruction, other post-school adult living objectives, and, when appropriate, acquisition daily living skills and a functional vocational evaluation.
007.03A10b To the extent appropriate, with the consent of the parents or a child who has reached the age of majority, the school district or approved cooperative must invite a representative of any participating agency that is
likely to be responsible for providing or paying for the transition services.
INDICATOR 13
- If appropriate, is there evidence that a representative of any of the following agencies/services were invited, with prior consent, to participate in the IEP development including but not limited to: post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation for the post-secondary goals?