Transition Services

Transition Information for Parents

Transition is about planning for life! It includes planning for academic and non-academic courses and learning experiences, employment and related training opportunities, choices about where to live in the community, and what to do for fun and socialization. One of the goals of transition is to help youth have an understanding of their disability and choices to determine their future. One of the ways transition does this is by connecting youth to teachers and other caring adults, support services, and experiences that build skills and help them reach their goals. Transition is based on family values, priorities, and culture, and is focused on an individual youth’s interests, preferences, and needs.

Transition services is a term used in the Individuals with Disabilities Education Act (IDEA) that defines a coordinated set of activities that may address, among others, the assessment, planning process, and educational and community experiences for youth with disabilities as they turn age 14. The intent of transition is to create opportunities for youth with disabilities that result in positive adult outcomes for life. This may involve:

  • raising expectations for youth outcomes

  • engaging in the general education curriculum

  • assessing for interests, preferences, and needs

  • building self-awareness, self-identity, self-esteem, and self-determination skills

  • utilizing the community for supports

  • socializing and developing long-term relationships

  • being in activities both at school and in the community

  • engaging in leadership and involvement in the transition planning process

The involvement of youth and families are important so that youth can begin to understand themselves and then identify a team of caring adults who will support their journey. In our culture the primary rite of passage for all youth is graduating from high school. The beginning of adulthood is celebrated at this time with an expectation that youth will develop an increasing independence and autonomy and move on to further education, meaningful jobs, finding their own places to live, and their own friends, companions, and life in the community.

The Individualized Education Program (IEP) is the document used to facilitate an individualized planning process during the transition years (14-21). The IEP must include a youth’s present level of educational performance and his or her transition service needs, and measurable annual goals. In addition, the IEP must include any interagency responsibilities, accommodations or modifications, and a statement of the special education and related services to be provided to the youth for the youth to be involved and progress in the general curriculum. Since the IEP is one of the tools used to measure compliance with IDEA, comprehensive and ongoing support is important to teachers and others who are responsible for implementing the IEP.

WHY IS PARENTAL INVOLVEMENT IN THE IEP PROCESS IMPORTANT?

No one understands their child's needs more than you do. You bring their family values, culture, and dreams to the IEP table. One of the guiding principles of family/educator partnerships is the importance of sharing a vision for the student’s success. From the preschool years through young adulthood, parents and educators play critical roles in helping students with disabilities identify and describe what they want to accomplish as they grow and make plans for their lives. This vision is part dream and part goal; something to aim for and yet something achievable. Transition planning is a vehicle for implementing that vision. By embracing the student’s dream, parents and educators can help the student with a disability turn that vision into an educational plan that will help the student reach his or her full potential.

Parental involvement:

  • Is mandated by law

  • Assists the multidisciplinary team in determining needed services

  • Provides the family perspective

  • Brings information unobtainable from other sources

  • Shares responsibility

  • Prepares families for postsecondary realities

  • Accesses important community liaisons

  • Can assist in preparing the student for participation in the IEP process

  • Can assist the student to develop self-determination skills by helping the student to know and value themselves, learn to plan, learn to act on their plans, and experience successful outcomes

  • Can advocate for developing and initiating new programs and community alternatives and activities

WHAT ARE SOME AREAS THAT PARENTS NEED TO BE TALKING ABOUT WITH THEIR SON OR DAUGHTER?

Broaden your thinking about your son or daughter’s future by exploring a wide range of scenarios that support his or her interests and dreams. Talk with your son or daughter about:

  • Gaining skills in self-determination and advocating for themselves

  • Obtaining employment after high school

  • Living independently

  • Financial planning

  • Searching and accessing community resources, transportation and health care services

  • Exploring leisure and recreation activities

  • Gathering information and training in personal relationships

  • Gathering information about health and legal issues

  • Attending post-secondary education

WHAT ARE SOME SOURCES OF INFORMATION FOR PARENTS?

WHEN IS THE BEST TIME FOR PARENTS TO BECOME INVOLVED IN PLANNING FOR THE FUTURE?

The sooner the better. One of the most rewarding parental responsibilities is teaching independence and decision making. Instilling a sense of pride, selfworth and drive into a child’s life, early on, will go a long way in ensuring a successful transition. Futures planning should be an ongoing discussion item during the IEP process beginning in the elementary grades.

Transition Checklist

The following is a checklist of transition activities that your son or daughter may wish to consider when preparing transition plans with the IEP team. Your student's skills and interests will determine which items on the checklist are relevant. Use this checklist to ask your son/daughter whether or not these transition issues should be addressed at IEP transition meetings and whom they may wish to invite to the meeting. Remember that the transition IEP is your son or daughter’s plan. These high school years are the ideal time for you to begin to “let go” of the IEP planning process, and let your child gradually assume more and more responsibility for their own education and future.

FOUR TO FIVE YEARS BEFORE LEAVING THE SCHOOL DISTRICT, THE STUDENT SHOULD:

  • Identify personal learning styles and the necessary accommodations to be a successful learner and worker

  • Identify career interests and skills, complete interest and career inventories, and identify additional education or training requirements

  • Explore options for postsecondary education and admission criteria

  • Identify interests and options for future living arrangements, including supports

  • Learn to effectively communicate interests, preferences, and needs

  • Be able to explain his/her disability and the accommodations they need

  • Learn and practice informed decision-making skills

  • Investigate assistive technology tools that can increase community involvement and employment opportunities

  • Broaden experiences with community activities and expand friendships

  • Pursue and use local transportation options outside of the family

  • Investigate money management and identify necessary skills

  • Acquire an identification card and the ability to communicate personal information

  • Identify and begin learning skills necessary for independent living

  • Learn and practice personal health care

TWO TO THREE YEARS BEFORE LEAVING THE SCHOOL DISTRICT, THE STUDENT SHOULD:

  • Identify community support services and programs (VESID, County Services, Centers for Independent Living, etc.)

  • Invite adult service providers, peers, and others to the IEP transition meeting

  • Match career interests and skills with vocational course work and community work experiences

  • Gather more information on post-secondary programs and support services offered, and make arrangements for accommodations to take college entrance exams

  • Identify health care providers and become informed about sexuality and family planning issues

  • Determine the need for financial support (Supplemental Security Income, state financial supplemental programs, Medicare)

  • Learn and practice appropriate interpersonal, communication, and social skills for different settings (employment, school, recreation, with peers, etc.)

  • Explore legal status with regards to decision making prior to age of majority

  • Begin a resume and update it as needed

  • Practice independent living skills, e.g., budgeting, shopping, cooking, and housekeeping

  • Identify needed personal assistant services, and, if appropriate, learn to direct and manage these services

ONE YEAR BEFORE LEAVING THE SCHOOL DISTRICT, THE STUDENT SHOULD:

  • Apply for financial support programs (Supplemental Security Income, Independent Living Services, Vocational Rehabilitation, and Personal Assistant Services

  • Identify postsecondary school that he/she plans to attend and arrange for accommodations

  • Practice effective communication by developing interview skills, asking for help, and identifying necessary accommodations at post-secondary and work environments

  • Specify desired job and obtain paid employment with supports as needed

  • Take responsibility to arrive on time to work, appointments, and social activities

  • Assume responsibility for health care needs (making appointments, filling and taking prescriptions, etc.)

  • Register to vote

  • Register for the selective service (if male)

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