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Transition Planning What is transition planning and why is it important?
The IDEA of 1997 extended the notion of transition services to include the transition into a high school course of study related to students’ individual career interests. It mandated that by no later than age fourteen, student IEPs must specify transition services needed for them to participate in their desired course of study (e.g., vocational education or college preparation). By the age of 16, the IEP should specify the coordinated set of activities the student will need to enter or participate in post-school activities. The transition from a youth to an adult role is a critical period for students with disabilities. In addition to the normal upheaval of the transition to adulthood, students with disabilities and their families must exchange the security of a single contact point - special education - for the complexity of multiple systems serving adults with disabilities, each having a unique set of eligibility requirements and objectives. Transition planning is a process where students, their families and school and adult service providers explore questions such as:
By asking these questions, it is possible to develop added supports (or transition services) to help students with disabilities achieve optimal independence, productivity, and social support after graduation. |
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Transition planning is a process designed to assure that a student with a disability has the opportunity to lead a rewarding and productive life after leaving high school. The goal of transition planning is to provide opportunities and supports that will help the student develop a good quality-of-life after graduation in the areas of: