Transition
Transition to Adulthood
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.
- 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)].
The LEA must invite a child with a disability to attend the child’s IEP Team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under §300.320(b).
Wisconsin Statewide Transition Initiative
Helping Students with Disabilities Transition into Adult Life
Professional Development Modules
Person-Centered Planning: A Tool for Transition
(February 2004) NCSET Parent Brief
This brief provides a concise description of person-centered planning and an explanation of the benefits of this process.
IDEA 1997 Transition Issues: The IEP for Transition Aged Students (July 2002) NCSET Parent Brief
This brief explains the requirements for transition under IDEA, the composition and functioning of the Individual Education Program (IEP) Transition Team, and special factors for the IEP Team to consider. It also outlines the roles of students, parents, educators, school staff, and agency staff on the IEP Transition Team.
Self-Determination: Supporting Successful Transition
Self-determination is a concept reflecting the belief that all individuals have the right to direct their own lives. Students who have self-determination skills have a stronger chance of being successful in making the transition to adulthood, including employment and independence (Wehmeyer & Schwartz, 1997). Starting with the 1990 reauthorization of the Individuals with Disabilities Education Act (IDEA) (P.L. 101-476), transition services must be based on student needs and take into account student interests and preferences. To accomplish this goal, students must be prepared to participate in planning for their future. Several curricula have been developed to address the need for self-determination skills among adolescents, including the skills needed to take control of the Individualized Education Program (IEP) process. Read more...
Secondary Transition (Statute)
The term “transition services” means a coordinate 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 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;
Person-Centered Planning: A Tool for Transition
IDEA 2004: Improving Transition Planning & Results
Age of Majority: Preparing Your Child for Making Good Choices
Promoting Self-Determination in Early Elementary School
Teaching Decision Making to Students with Learning Disabilities by Promoting Self-Determination.
Secondary Transition Toolkit
Parent Information Center
Creating Opportunities for Youth with Disabilities to Achieve Successful Futures
Research to Practice Briefs
Improving secondary education and transition services through research.
Transition and Your Adolescent with Learning Disabilities:
Moving from High School to Postsecondary Education, Training, and Employment - Parent Handbook
A Workbook to Help Young Adults with Disabilities, Their Families and Professionals to Plan for the Living, Working, and Participating in the Community
Transition to College: Strategic Planning to Ensure Success for Students With Learning Disabilities
Preparing for Employment: On the Home Front
Taxonomy for Transition Programming
A Model for Planning, Organizing, and Evaluating Transition Education, Services, and Programs
