Vocational Assessment and Transition (VAsT) Planning
Program
An individualized, strength-based approach to vocational skill
development and self-determination for adolescents and young
adults with disabilities that maximizes independence in the community
Available for students and young adults age 14-22+ with a variety
of cognitive, developmental, physical or emotional disabilities
served by Public Schools, Vocational Rehabilitation, Mental Health
or Developmental Service Agencies.
ALMC Staff work in collaboration with school and community partners
to assess, analyze and develop programs needed for successful
employment within the community.
Using a person-centered planning approach, ALMC Staff will:
-
Conduct assessment/observations and collect student
interest and skill inventories
-
Develop a list of worksite
possibilities, conduct an environmental analysis to determine
adaptations/accommodations necessary for accessibility
and success
-
Determine what visual supports, communication
supports, mobility supports will be needed in order to
maximize independence.
-
The team will develop a comprehensive
vocational plan embedded with data collection systems and
periodic review dates for progress monitoring.
-
Provide
support appropriate to the individual that
increases self-sufficiency by sustaining meaningful
employment that is fulfilling to the consumer as
well as meeting employers' needs.
Follow-up visits for fine-tuning programs, troubleshooting problem
areas, and assisting in data collection/analysis is included
in the package price.
ASSESSMENT DOMAINS
Educational: Academic/Performance Achievement,
cognitive skills
Vocational: Interests/aptitudes and skills
Psychological: Cognitive, behavioral social/emotional skills
Medical: Physical skills, functional capacities, independent living
skill
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PROGRAM COMPONENTS:
- Community Employment
- Independent Living
- Social / Leisure / Recreation
- Life-long Learning
“Every IEP Team must address each
of the 4 transition areas (community employment, independent
living, community participation and post-secondary education/training)
to ensure that students have coordinated, measurable, annual
IEP goals and transition services that will reasonably enable
them to meet the post-secondary goals.”
— Part
B State Performance Plan (SPP) for 2005 –2010, Prepared
for submission to The United States Department of Education:
December 2, 2005 (Revised February 1, 2008)
