Transition is a coordinated set of activities for a student with a disability that is:
- Designed with 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.
- Based on the individual student's needs, taking into account the student's preferences and interests.
- Includes instruction, related services, 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.
Required members of the IEP team for transition are:
- The student. If the student does not attend, the school district must take steps to ensure that his/her preferences and interests are considered.
- The parent(s).
- The local education agency representative.
- A regular education teacher.
- The special education teacher.
- When vocational-technical education is being considered, the vocational-technical education representative.
Other members of the community may be invited depending on the student's desired outcome. For example, a college representative, Office of Vocational Rehabilitation (OVR), a MH/MR caseworker, an employer, a military recruiter.
Content of the IEP
- At age 16, a statement of needed transition services, including, if appropriate, a statement of interagency responsibilities and/or needed linkages of service providers.
- The student's post-school goals.
- Present levels of performance.
- A statement of transition service needs.
- Annual goals.
The Transition IEP must:- Establish the student's interests, abilities and aptitudes.
- Define and project post-school outcomes as identified by the student, parent and IEP team in these areas:
- community living
- employment
- post-secondary education/training.
- Identify specific transition activities in these areas: vocational/career education work experience community referenced and community-based instruction including: sequential activities that support the development of desired post-outcomes of instruction, community experiences and living, employment, daily living skills and functional evaluation, if appropriate.
- Identify persons responsible for implementing each activity support or related services such as transportation, case management, vocational counseling, medical services.
- Establish graduation criteria 3 years prior to planned exit from school.
- Designate the person responsible for the continuation of transition planning during the student's final school year.
Tips for transition:
- Talk to your child early about their goals and plans for the future.
- Help your child identify their strengths and interests.
- Help your child understand their disability and what accommodations they will need to be employed or to seek further education or training.
- Make contacts early with agencies that may provide services to your child when they are adults. A listing of adult agency providers can be found in the PEN Guide for Parents: Transition, the Bridge to Adult Living .
- Understand your rights and your child's rights under the Individuals with Disabilities Education Act (IDEA), the Rehabilitation Act and the Americans with Disabilities Act (ADA).
This information is provided by the PARENT EDUCATION NETWORK (PEN); 2107 Industrial Highway; York, PA 17402; 800-522-5827;
[email protected]. It is not intended to provide legal advice. PEN is funded as a Parent Training and Information Center by the US Department of Education. No official endorsement of the content is implied.