Jeremy Transition Plan

Jeremy

Jeremy is a 20 year old student with multiple disabilities including a moderate cognitive disability, visual impairment, and a speech impairment that makes his speech mostly unintelligible to people who are not familiar with him. He receives special education services in a transition-level classroom in an urban public school. Jeremy is currently in his last year of school, as he will turn 21 prior to the end of the school year. Since he will graduate in a few months, his family has been working closely with his special education teachers, related service professionals, and transition coordinators to ensure that his transition to the center-based adult program and part-time employment is seamless. His grandmother, who does not have a driver’s license, is his guardian and primary source of support at home. He has no siblings, and his parents are inconsistently in the picture. His grandmother works full-time as a nurse’s assistant and she must continue to work full-time to support herself and Jeremy. She is concerned about Jeremy’s schedule after he graduates, because she cannot stay home with him. Jeremy has expressed an interest in working in the community, but he currently does not have the skills necessary to work independently. He also has never expressed any preferences about where he would like to work. His transition coordinator has worked with Jeremy and his grandmother for the past three years to qualify Jeremy to use special public transportation at no charge. These services began last month and Jeremy has successfully used the transportation to get to school on five occasions as a means of practicing the system. His grandmother is not willing to have Jeremy live in a group home until her health makes it impossible for her to care for him. She believes that Jeremy must be as independent as possible each day in order to gain new skills and feel good about himself. Specifically, she would like him to be more independent getting ready for his day each morning. Also, Jeremy has asked for help from staff when showering after swimming class. His classroom staff are confident that given training to safely get around the bathroom and consistent placement of hygiene products given his visual impairment, As a result, Jeremy will be able to effectively shower, shave, and brush his teeth with little assistance. Jeremy uses large font picture symbols successfully in his classroom to self-monitor his work completion and to make a daily schedule. He can decode approximately 250 picture symbols. Jeremy could start using this strategy at home to complete tasks. Finally, Jeremy’s grandmother is also concerned that he exhibits socially inappropriate affection at times. Jeremy tends to hug and kiss people when he gets excited; it is not uncommon for him to hug strangers in community settings.