It is important to involve young people in their transition planning right from the begining

To make informed and realistic decisions about the future, young people require the skills, knowledge, understandings and information that will empower them to realise their aspirations and goals for the future.

Fostering a sense of self-determination during the transition process is critical to promoting a successful transition from school to adult life. Engaging in the planning process, provides an opportunity to develop and apply these skills and understandings.

It is vitally important, therefore, that young people:

• are at the centre of all processes and practices involved in the transition planning
• are fully involved in their own pathway to transition
• have ownership of their plan
• direct their own planning to the greatest extent possible
• are supported to:
  • participate in meaningful and valued ways
  • communicate their views, choices and aspirations for their future
  • listen to and consider the opinions and ideas of others
• are provided with opportunities to engage in rich learning experiences, at school, at home and in the community that will help them develop the skills, understandings and concepts necessary to make informed and realistic decisions about their future
• have accurate, accessible and timely information about the transition process and the options available to them

Young people will require someone to coordinate support for them during meetings and throughout the transition process. This may be the person in the role of student support such as the learning support coodinator or student services coordinator (schools may have different titles for this position), who works with parents/carers, teachers and others to support these events and processes.

Depending on individual need and circumstances, a number of people may be involved with the young person during the transition process, including school administrators, teachers, learning support coordinators, visiting teachers, Participation Coordinators, therapy services personnel,  Disability Services Commission Local Area Coordinators, employment agencies, Business Services, Alternatives to Employment service providers and Centrelink personnel.

These people will be invited to participate in the transition process as need arises. An independent advocate may also be involved to act on behalf of the young person and/or parents/carers.

Some young people may require a range of supports and accommodations to help them consider information and to communicate their ideas and views. These may include:

• information in plain English, symbol format, large print, Braille
• using an advocate, interpreter or a translator
• an augmentative or alternative communication system

Before the transition planning meeting

• help the young person develop an understanding about pathway to transition e.g. Information for Young People brochures
• support the young person to identify their strengths, needs and aspirations for their future
• identify the young person's preferred ways of learning and communicating and organise the meeting accordingly
• produce information in an appropriate medium for the young person e.g. signing, large print, Braille, symbols, pictures, audio/video recordings
• ensure language used in written information and meetings is appropriate to the young person's needs
• prepare the young person for the meeting e.g. share information about meetings from Information for Young People fact sheets, prepare the questions they might like to ask, meet new team members before the meeting (a series of small meeting prior to the formal meeting may be helpful)
• ensure the young person has a part in planning the meetings - ask how they would like to participate, how much of the meeting would they like to attend, would they like to send a personal invitation to participants
• practise how the young person will join in the discussion e.g. asking a question, sharing information about themselves, seeking information
• ensure personal support staff are available for the meeting
• negotiate with young person and other core team members a suitable time, place and length of meeting
• prepare name tags or cards with participants' names and roles. (Young person could have responsibility for this.)

During the transition planning meeting

• follow guidelines for effective meetings
• present information, including an explanation about the process, direction and structure of the meeting, in the most appropriate medium for the young person to understand e.g. pictorial, written, spoken.
• value and seek young person’s views and ideas - the young person could begin by sharing information about themselves, their likes, dislikes, strengths, aspirations for the future and other information from their transition portfolio
• introduce people at the beginning of the meeting and any latecomers as they arrive. The young person could have a role in introducing participants.
• consider placing name cards in front of each person or provide name tags. (The young person could do this task.)
• meeting coordinator explains the role of interpreter, advocate, personal support staff or others specifically supporting the young person at the meeting.

After the transition planning meeting

• evaluate the young person's participation in the meeting. Were they actively involved in the process, did the length of the meeting influence participation
• work with the young person to highlight decisions taken and plans made
• help the young person use this information to complete their personal action plan or individual transition plan, as appropriate
• arrange further meetings with the young person to review their progress and achievements
• keep copies of the action plans and reviews for inclusion in the young person's records and transition portfolio
• provide information (brochures, videos, handbooks, year books) to the young person about possible post-school options
• begin exploring/visiting possible post-school options. (Videos, photos of visits can support later discussions.)
• continue to engage the young person in rich learning experiences that will support the young person to achieve a successful transition

Other resources

• Trans-active Teenzone
  About Transition - developed in England, this is an audio-visual photo presentation for young people, by young people, about various aspects of transition planning
• Transition Checklist
  Trans-active - a guide, developed in England, for those young people with a disability who require higher levels of support to identify their dreams and aspirations for the future