Parent Information Center

Transition

Planning for the Move from High School to the World!

The Individuals with Disabilities Education Act (IDEA) requires that transition planning be started for special education students by the age of fourteen (or earlier if necessary).

IDEA defines transition as: “a coordinated set of activities for a student with a disability that (a) are designed within an outcome-oriented process, which 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 and community participation; (b) are based upon the individual student’s needs, taking into account the student’s preferences and interests; and (c) include 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.”

In other words, transition planning refers to all the things the school and parents need to do to prepare the student to leave school and enter the adult community.

At the age of fourteen the student’s IEP should include a statement of how the educational program planned for that student will help the student meet post school goals or outcomes.

At age sixteen the student’s IEP should include a statement of the transition services the student needs to prepare for higher education, employment and adult living. The transition statement in the IEP should include the functional skills the student will need to live independently. These functional skills may include:

Money management/keeping a checkbook
Good work habits (being on time, completing tasks and working neatly)
Appropriate social skills and being able to access recreational and leisure activities in the community
Housekeeping and cooking skills
Taking charge of personal health and hygiene needs
Pre-vocational and vocational exploration and job skills

Parents and students are integral members of the IEP team; therefore have a strong role in developing the statements of needed transition services. It is imperative that the student's desires and interests be considered when planning for the future. There are steps parents can take throughout their child's school years to prepare their child for successful transition. Some of these are:

Give your child age & ability appropriate tasks and responsibilities.
Allow children to experience the consequences of their actions -- excuses are not going to help them when they are adults!
Involve your child in the ordinary activities of running a home -- mowing the lawn, taking out the trash, doing laundry, etc. Your child may not be physically able to do these things, but knowing how and why they are done is important.
Let your child make as many decisions for him/herself as possible.
Allow your child to take risks and learn by trial and error. Sometimes this means helping him/her learn to deal with the results of an error in judgment.
Encourage your child's sense of humor.
Make laughter a part of every day.
Help your child set reasonable goals.
Give your child positive messages – build their confidence & self-esteem!

There are a number of areas that should be addressed on transition IEP’s:

Ongoing instruction such as academics, vocational development, social and interpersonal skills, study skills, career exploration/education and related services;
Supportive community experiences such as health facilities; social and recreation facilities; transportation; community orientation and mobility training;
Development of employment objectives, exploration of career awareness; vocational aptitude and interest assessments, work experiences;
Development of post-school residential objectives – self-advocacy, money management, independent living;
Daily living skills such as hygiene, nutrition, maintaining living environment.

This transition time is when families should explore the kinds of adult services that are available in their area. Visit service providers, look at the kinds of services they have available, explore residential possibilities, consider educational and technical training opportunities, and look at the kinds of services the Division of Vocational Rehabilitation can provide. There are generally many options for services for young adults with disabilities, and it is important for families to look at all of them. Schools can help, but the ultimate responsibility and decisions are up to the family. IDEA recognizes that parents and families have a wealth of information about their children’s traits, interests, aptitudes, behaviors, abilities and dreams, and that this information has great significance in creating a plan for transition.

As we help our children prepare to move from school to work and the community, we also help ourselves go through our own transitions. Our children see our involvement and know that we care, that we are with them as they move through the necessary changes in their lives. Although schools have certain responsibility, transition planning must happen by the time your child graduates. Ultimately, responsibility for the child’s future rests on the family.

Transfer of rights at age 18: When your child reaches age 18 he or she becomes an adult in the eyes of the law, and except that the school district must provide meeting notices to both you and your child, all other rights transfer to your child. You retain the right to participate in meetings, but your child will be the one who signs the IEP and other paperwork.

The school district must inform you and your child that the rights will transfer at least one year before your child reaches 18. Parents should become legal guardians, if parents know that at the age of 18, the child will not be capable of making choices and decisions that are in their own best interest parents must become the child’s guardian(s). This is a legal action, and has nothing to do with the child’s school program.

Guardianship: Many parents think that because their child has disabilities, they are automatically that child’s guardians no matter what their age. This is not the case. If a young person is not capable of taking care of personal safety, money management or healthcare decisions, then parents must become the legal guardians in order to be able to make those decisions.

5 N. Lobban, Buffalo, WY 82834 • Toll Free 1-800-660-9742 • (307) 684-2277 • (307) 684-5314 fax

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