Review the “Paulo Case Scenario” to inform the assignment.Based on the case scenario, complete the following tasks in a graphic organizer of your choice: Draft one measurable transition goal for

Paulo Case Scenario

Paulo is an 18-year-old student with a mild cognitive disability and autism. According to his IEP, he is identified as a student with autism. His verbal skills have dramatically increased in the past six years, although he still primarily communicates through adapted sign language, gestures, words, and vocalizations that his family and teachers understand. Paulo's family is actively involved in Paulo's education and transition planning process. Paulo lives at home with his mother and father, his older brother and younger sister. His mother and father immigrated to the United States from Brazil 22 years ago. All of the children were born in the United States and they speak both English and Portuguese fluently. His parents expect Paulo to live with them for at least the next 10 years. When they are no longer able to care for him, Paulo will live with one of his siblings, most likely his sister. Paulo's independent living skills are important to his family. In fact, at times his teachers were concerned that Paulo did too much housework in comparison to his siblings because sometimes he would arrive at school smelling of bleach and appear tired. When asked about this, his parents explained that work was good for him and that he enjoyed it.

Paulo was provided with the services of an interpreter in elementary and middle school and training in sign language. His IEP team, including his parents, discontinued the services because they agreed that he was not benefitting from the services and that he could effectively communicate with others using adapted sign language, some words, gestures, and vocalization. Paulo can independently take directions and answer questions that require a yes or no response in both English and Portuguese. He also uses adapted signs and gestures for names of activities he likes and to express basic wants and needs.

Paulo loves watching movies at home with his sister. He also enjoys outdoor activities such as raking leaves in the yard and sweeping the patio. His older brother played soccer in high school and now plays in college. Paulo can run fast, and has picked up some soccer skills from his brother's lessons like shooting the ball and passing to a teammate. He has few opportunities for fun outside the family home, and his parents are open to him having leisure activities as long as he gets his chores done at home.

At school, Paulo loved going to the grocery store to job shadow a man who collected the carts and bagged groceries. Even though Paulo was only supposed to watch the job, the employee he was shadowing was willing to share his work, and Paulo did a good job with collecting the carts. He will need more training to bag groceries. Paulo was unresponsive to the man's corrective feedback. Paulo kept saying to himself "Good job, Paulo" after he packed each bag, even though the employee tried to show him a better way to pack the bags. He apparently enjoyed the experience, because Paulo would request that his teacher take him to the store even on days it was not scheduled by signing "Me, work, store, please" repeatedly. Paulo is quiet and well mannered. The store manager was impressed with his work ethic and was interested in having Paulo work part-time after he graduates.

Scenario used with permission from the National Secondary Transition Technical Assistance Center.