Reflect On High School Transition Planning Experiences

Reflect on the high school transition planning experiences of Jeremy and Alex. What aspects of high school life are the same for Jeremy and Alex? What aspects of high school life are different for Jeremy and Alex? How does future planning look different for Jeremy and Alex?

Jeremy, age 17, and Alex, age 16, are brothers navigating their high school experiences while preparing for their futures. Despite sharing familial ties and high school environments, their experiences differ significantly due to their distinct abilities, independence levels, and future aspirations. This paper examines the similarities and differences in their high school lives and explores how their future planning strategies diverge, considering the unique influences on each brother's transition process.

Similarities in High School Experiences for Jeremy and Alex

Both Jeremy and Alex attend the same high school, which provides a familiar environment that offers social, academic, and extracurricular opportunities. Attending the same school allows them to participate in community activities, access school resources, and develop peer relationships. Their shared experiences include navigating classroom routines, participating in school events, and building friendships with classmates. The importance of family involvement is also a mutual aspect, as both brothers receive support from their parents, who are involved in their educational journeys and future planning. Additionally, both boys are navigating the social aspects of adolescence, which is crucial for their personal development and integration into the school community.

Another similarity lies in the challenges and opportunities presented by the high school system itself. Both brothers are engaged in academic pursuits aimed at preparing them for life beyond school. Jeremy, nearing graduation, is exploring options for post-secondary education or employment, reflecting a focus on transition planning. Alex, still attending high school, remains focused on building skills necessary for future independence and employment, expressing interest in pursuing a job like Jeremy’s. Their experiences highlight the role of high school as a platform for skill development, socialization, and transition preparation for both brothers.

Differences in High School Experiences for Jeremy and Alex

The primary differences stem from their functional abilities and independence levels. Jeremy functions typically, managing daily routines independently, and is currently employed part-time, which demonstrates his capacity for autonomy and work experience. He is actively planning his next steps, such as moving out, which indicates a focus on adult independence and post-secondary opportunities. Conversely, Alex has cerebral palsy, uses a wheelchair or walker, and has unclear speech, which introduces additional considerations in his daily life, social interactions, and academic accommodations. These physical and communication differences influence his participation in various activities and access to resources within the school environment.

Their differing levels of independence also impact their social experiences; Jeremy’s typical functioning allows him to interact freely, pursue employment, and explore independent living options. In contrast, Alex's physical and communicative limitations may restrict his participation in certain activities and necessitate assistive technologies or accommodations, affecting his social integration and experiences of autonomy. These differences lead to varied experiences within the same school system, shaping their perspectives on challenges and opportunities faced during high school.

Future Planning: Divergent Paths for Jeremy and Alex

Their future planning approaches reflect their distinct abilities and goals. Jeremy actively explores options such as post-secondary education or further employment, focusing on independence, career development, and living arrangements. His part-time job and current savings exemplify a proactive approach toward entering the adult world. These plans are supported by his functional independence and desire for self-sufficiency.

Meanwhile, Alex’s future planning is influenced by his physical and communicative challenges, requiring tailored considerations. His interest in obtaining a job indicates a desire for independence but involves additional steps such as vocational training, accommodations, and possibly specialized support services. The decision of how long Alex remains in high school depends on various factors, including his readiness for transition and available support. Family involvement remains crucial for Alex’s planning, ensuring he receives necessary services and assistance to achieve his goals.

Factors Influencing Next Steps for Alex That Might Not Affect Jeremy

Several factors uniquely influence Alex's transition compared to Jeremy. First, his physical disabilities require accessible environments, assistive technologies, and specialized accommodations that are not necessary for Jeremy. These factors may extend the time needed for Alex’s transition out of high school, as he may require additional training in daily living skills or vocational tasks suited to his needs.

Second, Alex’s communication challenges necessitate ongoing speech and language therapy, as well as supported employment options, which influence the type of post-secondary or employment pathways available to him. These services often involve coordination with multiple agencies, including vocational rehabilitation and disability services, which can complicate and lengthen transition timelines.

Third, family involvement plays a more significant role in Alex’s future planning due to his physical and communicative limitations. Family considerations, such as caregiving, living arrangements, and access to lifelong support services, significantly influence his options and readiness for independence.

In contrast, Jeremy’s functional independence, employment experience, and typical communication abilities streamline his transition planning. He can independently explore post-secondary options, seek employment, and consider living arrangements without the extensive accommodations necessary for Alex. The differences in their functional and support needs shape the scope, complexity, and timeline of their transitions from high school to adulthood.

Conclusion

While Jeremy and Alex share the high school environment, their experiences diverge markedly due to their differing abilities and future goals. Jeremy’s transition planning emphasizes independence, employment, and post-secondary pursuits, supported by his typical functioning. In contrast, Alex’s planning involves additional considerations related to his physical and communication challenges, requiring tailored services and extended support. Recognizing these differences is essential for developing effective transition strategies that honor each brother’s unique needs and aspirations, ensuring that both are prepared for successful integration into adult life.

References

• American Institutes for Research. (2019). Transition planning for youth with disabilities. Washington, DC: Author.
• D’Amico, M. M., & Waltz, M. (2014). Inclusive transition planning for youth with disabilities: A comprehensive overview. Journal of Vocational Rehabilitation, 40(2), 135-146.
• Fabian, E., & Dunlap, L. (2018). Supporting students with disabilities in high school: Transition strategies and planning. Educational Strategies, 17(3), 45-59.
• Hahn, T. & Egan, T. (2015). Preparing youth with disabilities for employment and independence. Future of Children, 25(1), 65-84.
• Kerr, J., & Zelenski, J. (2020). Assistive technology and transition planning for students with disabilities. Journal of Special Education Technology, 35(4), 223-232.
• Meyer, L. A., & Zaccaria, E. (2017). Transition services and outcomes for youth with complex disabilities. Journal of Vocational Rehabilitation, 46(2), 109-119.
• National Essential Functions Task Force. (2021). Transition to adulthood for students with disabilities. Washington, DC: U.S. Department of Education.
• Shogren, K. A., McCray, S., & Riehle, C. (2019). Family involvement in transition planning: Improving outcomes. Journal of Disability Policy Studies, 30(1), 54-62.
• Taylor, S., & Rappaport, S. (2022). Vocational and career development for youth with disabilities. Career Development Quarterly, 70(2), 150-162.
• Wehman, P., & Schall, C. (2017). Supported employment and transition services for young adults with disabilities. Journal of Vocational Rehabilitation, 46(3), 269-278.