TRANSITION GUIDE

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A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES As students and youth with disabilities prepare to transition to adult life, we must do everything we can to provide them with the information, services, and supports they need to ensure that they have the opportunity to achieve their goals. We hope this transition guide will also help students and youth with disabilities and their families to better understand how the SEA, the LEA, and the VR agency work together to facilitate improved outcomes for students and youth with disabilities. If you have questions about this Transition Resource Guide, please submit them to TRGuideQuestions@ed.gov. Sincerely, Sue Swenson Deputy Assistant Secretary, delegated the authority to perform the functions and duties of the Assistant Secretary for the Office of Special Education and Rehabilitative Services Janet L. LaBreck Commissioner Rehabilitation Services Administration Ruth E. Ryder Acting Director Office of Special Education Programs vi
1. TRANSITION PLANNING: OPPORTUNITIES AND PROGRAMS TO PREPARE STUDENTS WITH DISABILITIES FOR SUCCESS Overview As a student approaches the time to leave high school, it is important that preparations for adult life are well underway. For early transition planning and active participation in decision making to occur for students with disabilities, members of the planning team need to be well-informed about the student’s abilities, needs, and available services. This section highlights educational opportunities, credentials, and employment strategies designed to assist students with disabilities while in school to prepare for a meaningful postsecondary education and thriving career. Transition Planning “A truly successful transition process is the result of comprehensive team planning that is driven by the dreams, desires and abilities of youth. A transition plan provides the basic structure for preparing an individual to live, work and play in the community, as fully and independently as possible.” 1 Local educational agencies (LEAs) and State Vocational Rehabilitation (VR) agencies participate in planning meetings to assist students and family members to make critical decisions about this stage of the student’s life and his or her future post-school goals. During the planning process, schools and VR agencies work together to identify the transition needs of students with disabilities, such as the need for assistive or rehabilitation technology, orientation and mobility services or travel training, and career exploration through vocational assessments or work experience opportunities. The individualized education program (IEP), developed under the Individuals with Disabilities Education Act (IDEA), for each student with a disability must address transition services requirements 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 must be updated annually thereafter. The IEP must include: (1) appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and (2) the transition services (including courses of study) needed to assist the student with a disability in reaching those goals). While the IDEA statute and regulations refer to courses of study, they are but one example of appropriate transition services. Examples of independent living skills to consider when developing postsecondary goals include self-advocacy, management of the home and personal finances, and the use of public information.
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TRANSITION GUIDE

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