Transition services means
a coordinated set of activities for a student
with a disability that is designed within an outcome-oriented
process, that promotes movement from school to
post-school activities, including post-secondary
education, vocational training, integrated employment
(including supported employment), continuing and
adult education, adult services, independent living,
or community participation.
Transition services is based on
the individual student’s needs, taking into
account the student’s preferences and interests;
and includes instruction, related services, community
experiences, the development of employment and
other post-school adult living objectives, and
if appropriate, acquisition of daily living skills
and functional vocational evaluation.
Transition services focuses attention
on how each student’s educational program,
beginning at age 14 (or younger, if determined
appropriate by the IEP team), can be planned to
help the student meet his/her goals for a successful
transition to adult living.
The IEP/ITP (Individual Transition
Plan) meeting serves as a communication and planning
time for parents, students, appropriate community
agency representatives, and District staff. The
meeting allows them, as equal participants, to
make joint, informed decisions regarding the student’s
transition needs, appropriate goals and objectives,
educational program supports and placement, and
the participation of community agency representatives,
if appropriate.
The 2004 Amendments to the IDEA ensures that "all children with disabilities have available to them a free and appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living."
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 updated annually thereafter, the IEP must include: Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment and, where appropriate, independent living skills; The transition services (including courses of study) needed to assist the child in reaching those goals; and Beginning not later than one year before the child reaches the age of majority under State law, a statement that the child has been informed of the child’s rights under Part B, if any, that will transfer to the child on reaching the age of majority.
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