What
is Transition Planning?
The 2004 amendments to the
Individuals with Disabilities Education Act (IDEA) state
that students with disabilities are to be prepared for employment
and independent living. IDEA also requires coordinated and
documented planning. Early and meaningful transition planning,
which actively involves students and their families, has a
positive influence on students' post-school success and independence.
The IEP (Individualized Education
Program) team must think and plan several years ahead of the
student's transition from school to the adult community. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually thereafter, the IEP must include:
- Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment and, where appropriate, independent living skills;
- The transition services (including courses of study) needed to assist the child in reaching those goals; and
- Beginning not later than one year before the child reaches the age of majority under State law, a statement that the child has been informed of the child’s rights under Part B, if any, that will transfer to the child on reaching the age of majority under §300.520 [see 20 U.S.C. 1415(m)].
[34 CFR 300.320(b) and (c)] [20 U.S.C. 1414 (d)(1)(A)(i)(VIII)]
The term “transition services” means a coordinated set of activities for a child with a disability that:
- Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation;
- Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and
- Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.
[34 CFR 300.43 (a)] [20 U.S.C. 1401(34)]
Decisions about any transition service needs or a student's course of study should be grounded in
the answers to the following questions:
- What are his/her dreams?
- His/her vision for life
as an adult?
- What are his/her strengths?
- How will he/she use them
to build success during high school?
- Will he/she seek a regular
high school diploma requiring a prescribed course of study
with possible accompanying proficiency tests?
- Will he/she work toward
a vocational completion certificate?
- Does he/she have a career
interest now? If not, when and how can the team help her
discover his/her interests and preferences?
- Does this team believe
that he/she will remain in public school through the maximum
age of eligibility? If so, what age-appropriate experiences
may be available after 18?
- What skills need to be
developed or improved to help her make progress toward her
goals?
- Are there any at-risk behaviors
that might interfere with his success during high school?
- In what school and community
activities will he/she participate?
- What does the team believe
his/her high school course of study will look like?
- What transition services,
supports and accommodations does he/she need for success
in high school?
Discussing and answering these
questions will meet the intent of the IDEA regulations. All
IEP decisions should be made in the context of how that decision
may affect the student's future school or post-school experiences.
Review this sample IEP/Transition
Plan to learn about effective team planning. (PDF
only) (12 pg. 134 KB)
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