13.5.0 Developing a Future Vision Statement
Louisiana Statewide Transition Project and Louisiana: Healthy and Ready to Work Fact Sheet Series
	6/17/99

I. WHY IS THIS IMPORTANT?

The transition from childhood to adulthood is an important time period, bringing with it many cultural rites of passage. Leaving high school is one of these rites. It is a time of decision-making and service provision in sensitive areas, such as: career dreams; transportation; friendships; sexual and reproductive health; nutrition; fitness; and financial and estate planning. For young adults and their families, planning the move from high school to employment, post-secondary education, independent living, and other adult responsibilities and activities can be challenging. Taking the time to think about and even write down ideas about one's future hopes and dreams before the young adult's Individualized Education Program (IEP) meeting at age 16 can help everyone feel more comfortable and confident as they share and plan one of the most important rites of passage in a young adult's life.

II. KEY POINTS

Students age 16 and older who receive special education services are entitled to the development of a statement of transition services within their IEP. This statement organizes discussion, planning, and services around an adolescent's future goals, dreams, fears, wants, and needs. For many young adults and their families, this will be the first time that they think about their plans for adulthood. For many more young adults and their families, this will be the first time that they share their dreams, hopes, and fears with professionals. Although thinking about and sharing one's dreams and fears can be very exciting, it can also be very challenging!

To assist young adults and their families in sharing their dreams and fears with the IEP team, Louisiana's Transition Services Page of the IEP includes a section titled Student's Future Vision/Desired Preferences and Interests for Post-school Outcomes. This is an important place to begin the transition planning process!

What information might be included in this section? The vision should consider any interests and needs the young adult and family have for post-secondary education, vocational training, integrated employment, adult or continuing education, and adult services. There are no right or wrong answers. The information included in this statement should depend upon the age of the young adult. The closer he or she is to exiting school, the more specific the vision should become. In addition, the inclusion of specific interests and needs depends upon the young adult and the family's dreams, hopes, and fears. For example, some young adults will want to consider post-secondary education and some will not. Some adolescents will benefit from supported employment and some will need less intensive services to obtain and maintain employment. The table provides some sample vision statements.

Troy wants to enter the University of New Orleans and study science. He dreams of working in the field of wildlife and land conservation. Troy and his family are concerned that he will need help structuring his study habits and need testing accommodations to be a successful college student. He plans to live at home with his mother while attending college, but he would like to live in an apartment once he finishes school and gets a job.

Shawneeda will need supported employment services to obtain and maintain a job. She seems to prefer working around people. She has had enjoyable experiences in a grocery store as a bagger and as a lobby attendant in a fast food restaurant. Shawneeda's mother would like to see her living with a group of other young women in a community home or an apartment program. Shawneeda needs to learn some recreational activities that she can initiate when she is alone. She also needs to learn some personal care skills and homemaking skills with a higher level of independence.

III. ROLES/NEXT STEPS

Students/Young Adults:

Young adults should close their eyes and imagine the future of their dreams - not what they think might happen, but what they want to have happen. They should take some time to think about these questions: Where do you see yourself two or five years after leaving school? where you would like to live? What type of employment would you like to have? What will your daily job be like? Who will your co-workers be? What will your boss be like? Do you have any interest in or need for post-secondary education? What are your leisure interests, health/medical needs, and transportation needs? Whom will you live with? Who will your friends be? Will you date, marry, have children? How will you take care of the house, bills, and chores? How will you get to and from work? If needed, who will you get help from? What kinds of help will you need?

Young adults should write down the answers to these questions, being as specific as possible. If they are unsure about something, they should write it down and add a question mark. Young adults can talk about their answers with family, friends, teachers, and other adults. Young adults can use these ideas to help think in more detail about their responses.

Young adults should summarize responses in three to four sentences. They should write them down and bring them to the IEP meeting. This is the future vision statement! Young adults should share it with the team, asking them to help identify IEP goals to guide them toward this future vision.

Young adults should make sure that teachers, family members, and others involved in their transition planning are aware of their hopes and dreams. By becoming an active member of the IEP team, young adults can ensure that their wishes are known and planned for.

Families:

Family members should also close their eyes and imagine the future of their dreams - not what they think might happen, but what they want to have happen. They should think about their family member's life after high school, and take some time to think about these questions: Where do you see him or her two or five years after high school? Where you would like him or her to live and work? What interest or need exists for post-secondary education, leisure activities, health and medical issues, and transportation?

Family members should write down their answers, being as specific as possible. They should talk about their answers with other family members and with friends. Family members can use these ideas to help think in more detail about their responses.

Family members should also summarize their responses in three to four sentences. They should write them down and bring them to the young adult's IEP meeting. This is their contribution to the young adult's future vision statement! Family members should share it with the IEP team, asking them to help identify goals to guide the young adult toward his or her future vision.

Families should make sure that all involved in transition planning are aware of their hopes and dreams for their son or daughter. By becoming active members of the IEP team, families can ensure that their son or daughter's wishes are known and planned for. Families should also encourage their son or daughter to be an active member of the IEP team.

Agencies:

Local Education Agencies (LEAs) should recognize that the future may be difficult for many young adults and their families to envision. They can assist in this process by asking probing questions that encourage sharing of both dreams and fears. Most importantly, LEAs should listen to young adults and their families without making judgments.

LEAs should encourage young adults and their families to write down their dreams, hopes, and fears. They should assist them in understanding the time frames and action steps they will need to follow to realize these dreams.

All agency personnel should be open to using the hopes, dreams, and fears information young adults and families share to develop IEPs, Individual Plans for Employment (IPEs), Individualized Habilitation Plans (IHPs), and other service plans.

LEAs should open the IEP meeting by asking young adults and their families to share their future vision maps and their summary future vision statements. LEAs should then invite team members to ask questions and provide input to expand the future vision. Next, LEAs must record the future vision on the IEP form. Finally, all team members should discuss the supports and barriers the young adult and family will face in accomplishing the desired future vision. They should use this discussion to develop the IEP goals, objectives, and action steps.

IV. RESOURCES/CONTACTS

Families Helping Families Regional Offices

Acadiana: 800-378-9854

Bayouland: 800-331-5571

At the Crossroads: 800-259-7200

Greater Baton Rouge: 888-511-5299

Greater New Orleans: 800-766-7736

Northeast LA: 888-300-1320

Northshore: 800-383-8700

Northwest LA: 888-989-0315

Southwest LA: 800-894-6558

The State Department of Education

Office of Special Populations

1-225-342- 3640 or 1-800-256-2766 (toll free line reserved for parents only)

web site: http//:www.doe.state.la.us

Transition Trek, a game for planning life after high school for youth with disabilities. Available from the Pacer Center, Inc. (612) 827-2966 (V/TTY).

V. REFERENCES

Powers, L. (1997). Take Charge for the Future. Available from the UAP-Center on Self-Determination, Oregon Health Science University, 3608 SE Powell Blvd., Portland, OR 97209 (503) 232-9154

Morningstar, M.E., Turnbull, A.P. & Turnbull, H.R. (1995-96). What do students with disabilities tell us about the importance of family involvement in the transition from school to adult life? Exceptional Children, 63(3), 249-260.

Gallivan-Fenlon, A. (1994). "Their Senior Year": Family and service provider perspective on the transition from school to adult life for young adults with disabilities. Journal of the Association for Persons with Severe Handicaps, 12(1), 11-23.