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H. 3022

STATUS INFORMATION

General Bill
Sponsors: Rep. J. Brown
Document Path: l:\council\bills\nbd\11017sl03.doc

Introduced in the House on January 14, 2003
Currently residing in the House Committee on Education and Public Works

Summary: Transition plan for special education students upon finishing high school

HISTORY OF LEGISLATIVE ACTIONS

     Date      Body   Action Description with journal page number
-------------------------------------------------------------------------------
   12/4/2002  House   Prefiled
   12/4/2002  House   Referred to Committee on Education and Public Works
   1/14/2003  House   Introduced and read first time HJ-19
   1/14/2003  House   Referred to Committee on Education and Public Works HJ-19

View the latest legislative information at the LPITS web site

VERSIONS OF THIS BILL

12/4/2002

TO AMEND THE CODE OF LAWS OF SOUTH CAROLINA, 1976, BY ADDING SECTION 59-33-116 SO AS TO PROVIDE THAT, BEGINNING NO LATER THAN AGE SIXTEEN, SPECIAL EDUCATION STUDENTS WHO GRADUATE FROM HIGH SCHOOL BY DIPLOMA OR ATTENDANCE CERTIFICATE OR WHO OTHERWISE EXIT THE PUBLIC SCHOOL SYSTEM AFTER ENTERING HIGH SCHOOL MUST BE PROVIDED AN INDIVIDUAL TRANSITION PLAN, OUTLINING TRANSITION SERVICES TO ASSURE THAT THESE STUDENTS HAVE ADEQUATE INFORMATION, ACCESS TO ADULT SERVICE AGENCIES, AND A STATEMENT OF INTERAGENCY RESPONSIBILITIES OR LINKAGES FOR OBTAINING APPROPRIATE ASSISTIVE TECHNOLOGY DEVICES AND SERVICES AFTER THEY EXIT THE PUBLIC SCHOOL SYSTEM.

Be it enacted by the General Assembly of the State of South Carolina:

SECTION    1.    Chapter 33, Title 59 of the 1976 Code is amended by adding:

"Section 59-33-116.    (A)    For purposes of this section:

(1)    'assistive technology' means a device or service used to increase, maintain, or improve the functional capacities of an individual with a disability. An 'assistive technology device' is an item, piece of equipment, or product system, whether acquired commercially, off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capacities of an individual with a disability including, but not limited to, aids for daily living, augmentative communication devices, wheelchairs, and mobility aids, seating and positioning aids, computer aids, environmental controls, home and workplace modifications, prosthetics and orthotics, or aids for vision or hearing impairments. An 'assistive technology service' is a service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device;

(2)    'transition services' means a coordinated set of activities for a student designed within an outcome-oriented process, which promotes movement from school to post-school activities including post-secondary education, vocational training, integrated and supported employment, continuing and adult education, adult services, independent living, or community participation. The coordinated set of activities must be based upon the individual student's needs, taking into account the student's preferences and interests, and must include instruction, community experiences, the development of employment, and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation.

(B)    Beginning no later than age sixteen, special education students who graduate from high school by diploma or attendance certificate or who otherwise exit the public school system after entering high school must be provided an individual transition plan, outlining transition services that must assure that these students have adequate information, access to adult service agencies, and a statement of interagency responsibilities or linkages for obtaining appropriate assistive technology devices and services after they exit the public school system.

(C)    The individual transition plan must be developed by the special education or transition teacher and discussed in coordination with the community transition planning cooperative. A community transition planning cooperative must be developed in each county or in a portion of it to provide equitable coverage of the county's population. The planning cooperative shall consist of the special education or transition teacher or the transition coordinator for the district, or both, and the student, the student's parent or guardian, representatives from service agencies and businesses, and all other interested parties to ensure adequate transition services.

(D)    The State Board of Education shall promulgate regulations necessary to implement the provisions of this section."

SECTION    2.    This act takes effect upon approval by the Governor.

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