Essential Components of Transition Planning

By Torin D. Togut

Attorney at Law

Transition services and planning is perhaps one of the most important aspects of special education. As defined by the Individuals with Disabilities Education Act Amendments of 2004 (IDEA), “transition services” means a coordinated set of activities for a child with a disability that –

Is designed to be within the 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 post-secondary education, vocational education, integrated 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, when appropriate, acquisition of daily living skills and functional vocational evaluation.

20 U.S.C. §1401(34).

The IDEA requirements for transition services provides parents with powerful language to advocate for an array of services that will augment their child’s ability to move successfully from high school to post secondary activities. Transition services must begin no later than the first IEP to be in effect when the child is sixteen (16) years old, and updated annually. 20 U.S.C. § 1414(d)(1)(A(i)(VIII). This means that transition services may begin before the child turns age sixteen (16) years of age if the IEP team believes it to be appropriate for the child.

There is no one template for defining what the essential components of an appropriate transition plan are. I have provided an outline below of several proposed components of a transition plan and services that may be useful to parents, advocates and parent attorneys to discuss at the child’s IEP meeting.

A. Parents and/or Guardians Should Be Involved in Transition Planning.

1. Parents should be informed of career and vocational opportunities at time student enters ninth grade under Carl D. Perkins Vocational Educational Act. 20 U.S.C. § 2328(b)(1).

2. Parents should be given a questionnaire regarding transition goals and needs of student.

3. Parents should be given the opportunity to identify resources they would like to see involved in their child’s transition planning.

4. Information should be provided to parents regarding transition services and the role of parents in transition planning process.

B. Students Should Be Involved in Their Transition Planning

1. Students should be instructed in social skills related to self-determination, empowerment and self-advocacy.

2. Student preferences regarding transition goals and services should be obtained.

3. Student should attend transition-planning meetings.

4. Student should be given opportunity to identify school and non-school resources.

C. School Staff Should Be Involved in Transition Planning

1. School staff should participate in-service training regarding transition planning and transition services.

2. Interdisciplinary group of staff should provide input regarding student’s transition goals and needed services.

3. Interdisciplinary group of staff should attend and participate in student’s transition meeting.

D. Nonschool Agencies, Services and Community Organizations Should Be Involved in Transition Planning

1. Community agencies should be given advance notice to participate in student’s transition meeting.

2. School staff should obtain release of information to share relevant information with non-school community agencies and services.

E. Transition Goals Should Be Considered for All Students as Part of Their IEP Meetings

1. Students should be involved in identifying transition goals and needed services.

2. School staff should conduct functional vocational assessment and situational assessment of the student.

3. Student should be given opportunity to participate in paid, integrated work experiences, if appropriate.

4. School staff should provide supervision and support as needed for students placed in community based programs.

F. An Appropriate Curriculum Related to Student’s Postsecondary Education Goals Should Be Provided.

1. School staff should conduct an assessment to determine post-secondary education goals of student, if appropriate.

2. Representatives from post-secondary educational setting should be part of student’s transition meeting.

3. Participants at student’s transition meeting should identify support services needed for student to succeed in post-secondary education goals.

G. An Appropriate Curriculum Should Be Provided to Prepare Student for Independent Community Living

1. School staff should assess and determine student’s independent community living goals.

2. Student should receive instruction in independent community living skills.

3. Student should attain recreation and social skills for independent community living goals.

H. Transition Needs Assessments, Including Transition Goals and Transition Services Should Be Prepared at Least Annually

1. School staff should identify transition goals and services as part of the student’s IEP meeting.

2. A community needs assessment should be shared with local transition planning committee.

3. School staff should prepare a need assessment for the student.

I. School Staff Should Participate in Cooperative Training with Community Agencies, Services and Organizations Regarding Transition Planning and Service Delivery

1. School staff should invite community resources to participate in development of topics related to transition planning and services.

2. School staff should participate in staff development activities of other agencies related to transition planning and services.

3. School and community agencies should conduct joint sponsored training events related to transition planning and services.

J. School Staff Should Participate in Interagency Collaborative Efforts

1. School staff should invite community agencies and organizations, as appropriate, to participate in student’s transition planning and services.

2. School staff should share relevant information with community agencies and providers

3. School staff should establish interagency agreements with other agencies and services.