Resolution on the Transition of Secondary Students
Whereas, the PACEC, as the largest professional organization in the field of special education within the Commonwealth, is uniquely stationed to disseminate information and influence policy regarding special education in Pennsylvania;
Whereas, teachers within the Commonwealth, and as required by law, must provide and implement transition plans for secondary-age students identified with disabilities;
Whereas, the research has shown that self-sufficiency increases when students with disabilities are provided with community-based experiences as part of their secondary education program;
Be it resolved, that Pennsylvania Association Council for Exceptional Children advocates for community-based experiences as the main part of the education program for students with disabilities aged 16-21;
Be it further resolved, that the PACEC advocates that secondary education students with disabilities have community-based experiences that include the full spectrum of jobs in any one community (i.e., not limited to low valued or stereotypical jobs);
Be it further resolved, that the PACEC advocates that the Pennsylvania Department of Education provide guidelines related to transition to address issues such as defining transition, eligibility, and meaningful community-based site experiences;
Be it further resolved, that the PACEC advocates that the Pennsylvania Department of Education provide a system that includes professional development in the area of transition for special education teachers, vocational education teachers and administrators in secondary settings; and,
Be it further resolved, that the PACEC advocates that the Pennsylvania Department of Education establish Transition-Community Boards to support students with disabilities, transition teachers, parents, community agencies and the community-based experience sites.