Transition Plan Resources: Guides Transition plan
Assignment #4: Transition Plan Resources: Guides Transition plan
Transition Case Study:
Kenyon Hartfield Kenyon Hartfield is 14 years old. He is entering the ninth grade this fall at Jefferson Senior High School. Unlike most kids his age, Kenyon knows exactly what he wants to do after high school. His goal is to become a video game developer. Kenyon also has an autism spectrum disorder. He falls into the Asperger’s syndrome range of the disability. He has received his educational services in the context of gifted classes in math and science and attended collaborative classes in English and social studies. His middle school electives included personal development (home economics), which included cooking, home budgeting, and sewing. Kenyon presents a puzzle to most of his teachers. On the one hand, he is very bright and capable in academic coursework. He is an A/B student, even in the honors classes. On the other hand, he is a difficult student to manage. He talks out in class, calls others out when they are incorrect ,argues with his teachers in class, and refuses to stop an activity he enjoys doing when it is time to move on to another activity. He has even been suspended from school for antagonizing other students and arguing with his teachers, especially in English class. Thus, his social maturity is well below his academic maturity. Kenyon does not ask for help when he needs it, nor does he show his work or explain his thinking
Finally, when he works in a team or group, he dominates the discussion and will not include or entertain other ideas that are different from his own. Instead, he takes the group work over and does it himself. As a result, his middle school teachers avoided putting him on teams and adjusted his work to let him work by himself. He has only a few friends, although they are not really his friends at all. Instead, they are the kids who will tease him, but he does not understand that he is being teased. He runs into the hall and pushes by other kids. Sometimes he even knocks books out of their hands while he rushes past. When he gets bored in class, he will write video games openly in front of his teachers. He sighs loudly in class and does not attempt to hide his boredom. Even with these challenges, Kenyon is a bright young man. He can calculate operations using four-digit numbers in his head in all mathematical operations without a calculator. His algebra teacher says that he has a natural ability in math, so much so that he is able to “intuit” the answers to complex algebraic problems. Kenyon has never worked any paid or volunteer jobs. He has never helped a neighbor or delivered newspapers. He has a very naïve view of work. Because of his behavioral oddities, his parents never trusted that he would be safe and appropriate at work. If he continues on the current path, he will graduate from high school in four years without ever having worked a paid or volunteer job. Kenyon’s mom reports that he refuses to do any chores at home and does not know how to clean his room, wash clothes, or cook. She has tried to encourage him, but he says that is his mother’s job. He also needs frequent reminders to bathe and wear clean clothes every day.
1. What are some of Kenyon’s strengths?
2. What are some of Kenyon’s interests?
3. To what degree is Kenyon self-determined?
4. What academic, functional, daily living, communication, and social skills does Kenyon currently possess?
5. What academic, functional, daily living, communication, and social skills does Kenyon require to be able to accomplish his vision?
6. Describe Kenyon’s previous work experience.
7. What work and community experiences does Kenyon need to inform his decision-making and prepare him for life beyond high school?
8. What experiences, resources, and new agencies will increase the likelihood of a smooth transition to work, college and adult life.
9. What experiences should be included in Kenyon’s high school career to assist him in reaching his post– high school goals?
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