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The Individuals with Disabilities Education Act (IDEA) requires that students with disabilities be directly involved in transition planning and developing their annual IEP, including long term adult outcomes and instructional component, beginning at age 14
9th Grade
- Begin to consider career options by shadowing, visiting, and talking with people in various careers
- Discuss and plan a college prep program of study with school counselors, teachers, parents, and student
- Consider course selection carefully to maximize later options
- Work on a plan to develop study skills and think about how to maximize the student’s performance
- Consider experimenting with various kinds of supportive technology
10th Grade
- Begin to identify adult life plans, including work, living, and recreation plans
- Have the student meet with the school psychologist; Understand all of the aspects of the psychological evaluation; Learn about student's strengths and weaknesses, the formal terms used to describe the student as a learner, and the ways the student’s disability influences learning
- Reevaluate/adjust course of study so that it is consistent with the student’s goals
- Explore interests, values, and decision making skills through hobbies, such as Scouts, part-time employment, trips, or volunteer work
- Identify sources of college information
- Have the student take an interest inventory to help determine interests, strengths, and weaknesses
11th Grade
September
- Identify sources of college information
Explore websites such as www.collegeboard.org, www.collegeview.com, and www.petersons.com
- Meet with the school counselor and begin developing a list of appropriate schools
- Register for the PSAT and consider requesting accommodations
- Explore programs that ask students questions about themselves and provides them with specific career areas relating to their interests
October--November
- Take the PSAT
- Take the Armed Services Vocational Aptitude Battery (ASVAB)
- Review college guides to increase awareness of what type of school appeals to the student
December
- Review results of the PSAT
- Meet with counselor and discusses special test accommodations for the SAT or ACT
- Determine which test best meets the student's needs (Many students with learning disabilities do better on the ACT because of the format of the test)
January
- Order college catalogs
- Pick out several schools to visit during breaks and vacations
- Call the Admissions office at each college to make an appointment for visit
- Discuss the student's disability with the Disability Office and ask about the kinds of services, accommodations, and modifications that are available
- Decide what skills the student needs to improve and make sure they are added to the student's IEP goals
- Contact national and local disability advocacy agencies for additional tools and support
February
- Discuss college costs, family resources, transportation, meals, and other issues with the student
March
- Sign up for SAT and/or ACT; Be sure to request accommodations, if needed
- Decide on several other schools to visit over spring break
- Make contacts for appointments/tours
- Develop IEP goals for senior year; Be prepared for the annual review with CSE
- Update the student’s psychological exam prior to graduation with the WAIS III (adult version of the standard intelligence test)
Take Note!The student will need a psychological evaluation that reflects how his disability affects him as an adult in order to be eligible for support at the college level.
Students who have labels of Emotional Disturbance (ED) or Attention Deficit Disorder should be sure that they have a diagnosis from a qualified professional. ED is not a diagnosis and is insufficient to warrant services at the college level.
- Visit several other schools over vacation
- Sign up for any additional achievement tests
May
- Continue gathering information about schools through reading, interviewing alumni or students, or using GIS
- Register with Recordings for Blind and Dyslexic, if needed
June--July--August
- Draft college application letter and any essays that may be required with the help of high school staff
- Check for consistency between the student's course selection for senior year and college goals
- Attend summer school; Work part-time; Take driver's education
- Plan further campus visits, if needed, but be aware that over the summer the Disability Services staff may be on vacation
12th Grade
September
- Review annual IEP plan and long term adult goals; Revise the IEP to reflect any suggested activities that arose from college visits
- Schedule conferences with teachers to discuss goals/modifications as the student practices self-advocacy skills
- Send for college applications and begin filling them out
- Check the deadlines for applications and make a time line for completing them (Reminder: turn in applications to the school counselor 2-3 weeks ahead of deadlines)
- Sign up for SAT/ACT examinations
- Write essays necessary for applications
October
- Write college admissions letters; Select one or two teachers and a counselor to write a letter of recommendation, if needed (Be sure to provide each person with a stamped, self-addressed envelope)
November--December
- Submit all applications to counselor for checking and mailing
January--February--March--April
- Meet with all teachers to conference and get feedback regarding performance (This is the time when the district personnel should be devising the Student Exit Summary)
- Request the appropriate financial aid forms and complete them as soon as possible after annual income tax forms have been filed (The federal financial aid form (FAFSA) can be accessed and completed online at www.ed.gov/offices/OPE/students)
- Revisit colleges in which the student has been accepted in order to make a final decision
- Make a final decision and send in deposit
- Contact Disability Office to discuss documentation
May--June
- Prepare for finals and enjoy graduation
- After graduation, have high school send final transcript to the college the student will be attending
July
- Attend orientation; Register for courses; Attend summer prep program
August
The following transition timeline was developed by the WNY Collegiate Consortium and Disability Advocates and modified from A Handbook for Students with Learning Disabilities and Their Families. It can be accessed at www.ccdanet.org/ecp/transition/transitiontimeline/
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