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IDEIA 2004 defines transition services as a coordinated set of activities that are results-oriented. Transition services should focus on improving students’ academic and functional abilities, to better prepare them for the real world. Each transition plan should be individualized to suit the student's strengths, preferences, and interests.
Transition services aren't optional! All schools must incorporate and/or integrate transition topics into their curriculum.
Transition services aren't optional! All schools must incorporate and/or integrate transition topics into their curriculum.
Activities that should be included in educational transition services include: post-secondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living, and community participation.
When planning for transition services, a great model to follow is Kohler's Taxonomy for Transition Programming 2.0. Below you will see the Taxonomy, to assist you with infusing transition practices into your everyday practice.
**Be sure to also check out the links below for the most updated literature and evidence-based practices as they relate to transition! All are great resources; we do not recommend one over the other.**
School-to-Work Transition Guide.pdfSchool to Work Transition Guide
School to Work Transition Guide
The School-to-Work Transition Guide provides clear, up-to-date information about the process of supporting Illinois students with disabilities to transition from school to work. Students, parents/guardians, teachers, school administrators, guidance and vocational rehabilitation counselors, and other school-based and adult-services providers will find the guide to be an invaluable resource.
This guide was created by the Illinois Transition Study Group, a collaborative effort of three state organizations and representatives from numerous Illinois school districts.
NTACT-C_TaxonomyforTransition.pdfTaxonomy for Transition Programming 2.0
Taxonomy for Transition Programming 2.0
Over the past three decades, transition practices research has demonstrated that post-school outcomes of students with disabilities improve when multiple stakeholders and organizations work together to implement a broad perspective of transition planning, or transition-focused education.
The impact of transition-focused education is greatly enhanced when service systems and programs connect and support the implementation and application of such learning. The Taxonomy for Transition Programming 2.0 (Kohler, Gothberg, Fowler, and Coyle, 2016) builds upon the earlier work and provides research-based practices for implementing transition-focused education.
This resource will help students and families prepare for the transition from high school to adult life and provide details and resources about every step of the process. Click here for more information and graphic organizers (in six different languages) to facilitate these conversations.
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