Transition Planning Guide Updated 2017.pdf



Transition Manual 2016-2017.pdf

The Individuals with Disabilities Education Act of 2004 (IDEA) defines transition as, "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 postsecondary activities."  The regulations for IDEA 2004 released August 14, 2006, clarify the purpose of transition services as being "designed to meet students' unique needs and prepare them for further education, employment, and independent living."  

Transition services are further defined as a coordinated set of activities for a student with a disability that:

  • Is designed to be within a results-oriented process, 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; continuing and adult education; adult services; independent living or community participation;
  • Is based on the individual child's needs, taking into account their 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 .
Transition Planning
The goal of transition planning is to assist students with disabilities as they progress through school and prepare for life in the adult world.  The adult activities could be a combination of any of the following:
  • Employment
  • Post secondary education
  • Employment training
  • Independent living
  • Community participation
  • Adult services
Transition Planning for a student's future begins in elementary school during career awareness and exploration activities.  The family has a vital role in the child's awareness of careers.  Everyday, parents can share personal experiences and assist their children to learn about the employment of family members and neighbors.
Transition Planning is the first step in developing the Individual Education Program (IEP) for students, age 14 and older.  It begins with the student sharing his/her interests and preferences with a member of the school staff and from there:
  • The student and school staff established postsecondary outcomes in employment training; and if appropriate, independent living.  These postsecondary outcomes are based upon the results of age appropriate transition assessments.
  • The school staff then backward maps to address what services including course of study and annual goals will be needed during the coming school year to reasonably enable the student to progress toward his/her outcome (all of this information is included in the IEP).  
  • This process is repeated annually to make sure the student has the same interests and outcomes.  Any adjustments to the IEP will be made to ensure that the student continues to move toward his/her  stated outcomes.
Additional Information:




For additional information, contact the Department of Special Education at 410-479-3246