- Respect for diversity
and human differences
- Best practices
- Continuous improvement
- Open and honest communication
TRANSITION PROGRAMS (AGES 18-22)
(ACCEPT’s Center for Transition)
Center for Learning and Growth
4 Tech Circle, Natick, MA 01760 | Map
Start Date: August 29, 2017
ACT is designed for high school students and young adults to provide opportunities to explore a variety of educational, vocational and occupational opportunities in a safe and nurturing environment. Students learn a variety of skills related to activities of independent living, work experience, career exploration and job seeking, including resume writing and interview skills. Through simulated work stations, students experience the realities of the workplace and develop technical skills and individual qualities that are required to succeed in the community. All students in ACCEPT transition programs attend ACT regularly. ACT services are also available to districts as an adjunct to their programming.
ACT services include:
Vocational and Transition Evaluation Services
Vocational Assessments are conducted to systemically identify and evaluate an individual’s level of functioning as it relates to vocational preparation and employment. Using standardized and non-standardized assessment tools and real and simulated work activities, the assessment provides valuable information about the individual’s interests, abilities and aptitudes. The assessment helps to identify vocational strengths, needs and career potential. Recommendations regarding supports, assistive devices and job accommodations are developed based on the assessment and take into account the individual’s intellectual capacity, physical functioning, dexterity and work tolerance.
Transition Assessments are conducted to assist students and their families in making the transition from school to next steps. Through the assessment process, information is collected in the key areas of employment, independent living, recreation and leisure, community participation and post-secondary learning. The assessment touches on the individual’s needs, preferences and interests and forms the basis for defining goals and services to be included in the Individualized Education Programs (IEP).
Job Development and Placement
Vocational rehabilitation counselors use the results of vocational and transition assessments to identify engaging and worthwhile community-based work opportunities and job sites. Student interests and aptitudes, as well as employer commitment to support and value each student, are taken into account before placement. Vocational rehabilitation counselors, in conjunction with employers, identify reasonable accommodations to allow students to succeed at work.
Based on student need, job coaching is provided one-to-one or in small groups. Job coaches collect data on skills, goals and outcomes. When appropriate, support is faded to enable maximum independence in a paid employment setting.
For more information contact:
Marcia J. Berkowitz
(508) 653-6776 x113