Support in transition to adult life
- Support in transition to adult life
- The Arc of the United States
- Country of Implementation
- United States of America
- In cooperation with
- School-to-Community Transition
- First published
The School-to-Community Transition Initiative is improving the quality of transition planning and transition services by identifying successful programmes that can be replicated nationwide within The Arc’s network of local and state chapters. The goal of the School-to-Community Transition (STC) Initiative is to ensure that young people with intellectual and developmental disabilities (I/DD) achieve the outcomes they desire in the course of transitioning to adult life. The Arc’s STC Initiative has reached more than 100,000 people through our state and local chapters. The Arc is promoting transition projects across the country, educating thousands of young adults with I/DD, parents and professionals about employment, post-secondary education opportunities and collaborative partnerships.
Solution, Innovation and Impact
Fourteen (14) projects focused on increasing employment outcomes, with more than 505 young adults securing jobs and, thereby, also enhancing their future career opportunities. As a result of the STC Initiative, 264 customised community-based jobs were developed and 241 integrated competitive community-based jobs were developed. Nine (9) projects focused on increasing opportunities for, and participation in, post-secondary education. Participants are graduating from college with greater opportunities in the community. More than 290 young adults with I/DD have been accepted into post-secondary educational institutions as a direct result of the STC Initiative; another 204 have submitted college applications. Fifteen (15) projects included an emphasis on building strong collaborative partnerships in their respective communities. Projects are partnering with more than 800 collaborative stakeholders across the country. The Arc is continuing to analyse the data and information from projects, which is helping to shape three programme models in the following areas: (1) Transition to Post-Secondary Education, (2) Transition to Employment, and (3) Maximising Self-Determination in the IEP and Transition Planning Process. These models will maximise the likelihood that the young people with I/DD will realise their full potential and advance their individual goals and dreams.