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Current Status Bill Number:View additional legislative information at the LPITS web site.3225 Type of Legislation:General Bill GB Introducing Body:House Introduced Date:19990112 Primary Sponsor:J. Brown All Sponsors:J. Brown Drafted Document Number:l:\council\bills\gjk\20102sd99.doc Residing Body:House Current Committee:Education and Public Works Committee 21 HEPW Subject:School districts, special education students, high school transition plan to assure access to adult service agencies History Body Date Action Description Com Leg Involved ______ ________ ______________________________________ _______ ____________ House 19990112 Introduced, read first time, 21 HEPW referred to Committee House 19990106 Prefiled, referred to Committee 21 HEPW Versions of This Bill
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, ATTENDANCE CERTIFICATE OR WHO OTHERWISE EXIT THE PUBLIC SCHOOL SYSTEM AFTER ENTERING HIGH SCHOOL MUST BE PROVIDED AN INDIVIDUAL TRANSITION PLAN, OUTLINING TRANSITION SERVICES, WHICH SHALL ASSURE THAT THESE STUDENTS HAVE ADEQUATE INFORMATION, ACCESS TO ADULT SERVICE AGENCIES AND A STATEMENT OF THE INTERAGENCY RESPONSIBILITIES OR LINKAGES WHICH CAN PROVIDE APPROPRIATE ASSISTIVE TECHNOLOGY DEVICES AND SERVICES TO THEM AFTER THEY EXIT THE PUBLIC SCHOOL SYSTEM.
Be it enacted by the General Assembly of the State of South Carolina:
SECTION 1. The 1976 Code is amended by adding:
"Section 59-33-116. (A) For purposes of this section, 'assistive technology' means a device or service which is 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.
(B) For purposes of this section '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 employment including 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.
(C) Beginning no later than age sixteen, special education students who graduate from high school by diploma, attendance certificate, or who otherwise exit the public school system after entering high school must be provided an individual transition plan, outlining transition services, which must assure that these students have adequate information, access to adult service agencies and a statement of the interagency responsibilities or linkages which can provide appropriate assistive technology devices and services to them after they exit the public school system.
(D) 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 shall be developed in each county or in a portion thereof which provides equitable coverage of the county's population, and it 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 services agencies and businesses, and all other interested parties to ensure adequate transition services.
(E) The State Board of Education shall promulgate those regulations necessary to implement the provisions of this section."
SECTION 2. This act takes effect upon approval by the Governor.
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