Paulo Case Scenario: Transition Goals

Student’s Name
Professor’s Name
Course
Date
Translation Goals

The paper discusses the transition goals for Paulo in the following areas: education, employment, independent living, and community collaboration opportunities. Paulo is a student. He attends school despite having a mild cognitive disability and autism. Paulo is willing to learn and collaborates with other students to improve his communication skills. Moreover, Paulo attends an elementary and middle school where he trains in sign language. He can be able to take directions and answer questions that require a yes or no response. Furthermore, he engages in nonacademic activities such as playing football, watching movies, carrying out home chores and raking leaves in the yard. Paulo has several strengths and weaknesses (Paulick, Rainer, and Matthias 79). For instance, he has communication disabilities and can only communicate using sign languages, gestures, and a few words. On the other hand, Paulo is self-driven which enables him to carry out educational activities with minimal supervision. His parents are supportive and are willing to provide him with everything that he needs in his education. These activities show that Paulo is ready to learn to achieve his educational goals. The activities equip him with skills to be able to solve problems that he may encounter in life. Moreover, these activities help improve his communication skills to communicate effectively with other members of the society. In all these activities, Paulo can manage his time efficiently to ensure that he can manage the educational activities effectively.

Paulo had interest in the working at the grocery store. He would go to the grocery store to help the employees to collect carts and bag the groceries. Paulo would pack the bags under the supervision of the store manager. He would disobey the instructions of the teachers and go to the store to help the man. Paulo was unresponsive to the comments of the man working at the grocery. Paulo would always psyche himself up after he packed each bag even if the employee showed him new ways of packing bags (Peterson et al. 50). He was passionate about the job that he told his teachers to take him to the store even on days he was not scheduled to go to the store. Furthermore, Paulo was well mannered and did not respect the employee at work. His excellent etiquette impressed the store manager to the extent that he decided to have Paulo work during a part-time after he graduated. Thus, time management and good behavior can contribute significantly to achieving employment goals.
Paulo was independent and could carry out different activities under minimal supervision. He would work more than his siblings at home and would often appear tired at school. Additionally, Paulo learned some soccer skills from his brother. He could be able to shoot the ball and pass it to his teammates (Peterson et al. 50). Paulo would indulge in these activities after he was dome with his house chores. His independent living skills enabled him to maintain proper hygiene and manage time efficiently. Moreover, his participation in sports showed that he had the skills required to interact with the community members. Paulo would also indulge in raking leaves in the yard and sweeping the patio. He would interact with other people as he indulged in these activities.
Therefore, it is important for Paulo to understand these transition goals to know what he aims at achieving in future. Paulo should understand his education, employment, community participation and independent living skills to achieve his dreams.
Works Cited
Paulick, Isabell, Rainer Watermann, and Matthias Nückles. “Achievement goals and school achievement: The transition to different school tracks in secondary school.” Contemporary Educational Psychology 38.1 (2013): 75-86.
Peterson, Lori Y., et al. “Triangulated IEP transition goals: Developing relevant and genuine annual goals.” Teaching Exceptional Children 45.6 (2013): 46-57.