Facts About Transition Planning

• The transition from school life to adulthood is a turning point in a young person's life. This is no different for a teenager with developmental disabilities.

• Moving from school to adult life can lead to continuing education, getting a job or taking part in other meaningful activities, such as volunteering and job or life-skills development.

• This takes advance planning and the New York State Education Department entrusts local school districts and special education staff to assist students to transition from school and to help plan for the supports that will be needed in adult life.

• Schools are the bridge that connects students to their futures.

• Transition planning is the process schools use to help students with disabilities and their families as they plan for their lives after high school.

• The sooner the process begins for the student, the better, and schools need to inform students and families about that process and help them navigate through it.

• Schools can help students/families initiate school transitioning before the student is 15 years old, with the student's goals identified on his/her Individual Educational Program (IEP).

From OPWDD's School Transitions For Students with Developmental Disabilities.

Transition planning is used to describe the very intentional, organized and coordinated process of guiding young people with disabilities with education, experiences, supports and services to help them have successful and meaningful lives beyond high school. It is planning that begins with the end in mind.

Although transition planning and services are mandated for both education agencies (through IDEA) and vocational rehabilitation (VR) agencies (through the WIOA, Amendments to the Rehabilitation Act of 1973), schools and VR have different requirements and services that are designed to be provided in a complimentary way.

From the National Technical Assistance Center on Transition

Beginning with the first individualized education program (IEP) to be in effect when the student turns age 15 (and at a younger age, if determined appropriate) and updated annually, the IEP must include:

• a statement (under the student’s present levels of performance) of the student’s needs, taking into account the student’s strengths, preferences, and interests, as they relate to transition from school to post-school activities;

• appropriate measurable postsecondary goals;

• a statement of needed transition services;

• needed activities to facilitate the student’s movement from school to post-school activities; and

• a statement of the responsibilities of the school district and, when applicable, participating agencies for the provision of services and activities that promote movement from school to post-school opportunities, or both, before the student leaves the school setting.

The IEP must include measurable postsecondary goals based on the student’s preferences and interests as they relate to transition from school to post-school activities in the areas of:

• employment (e.g., integrated competitive employment);

• postsecondary education and training (e.g., career and technical education and training, continuing and adult education, college); and

• when appropriate, independent living skills (e.g., adult services, independent living or community participation).

From NYSED memo: Transition Planning and Services for Students with Disabilities

Transition Resources