Iowa utilizes the SDI Framework for Secondary Transition to guide the development of transition services. Previously, the Iowa Transition Model had been used to ensure that IEP teams had a process for quality IEP planning in accordance with IDEA requirements. The Iowa Transition Model is now embedded within the SDI Framework for Secondary Transition. Each step or component of the Iowa Transition Model has been aligned to a key component of the SDI Framework: Diagnose, Design, Delivery and Engage. The SDI Framework for Secondary Transition also encompasses the six critical elements of Secondary Transition planning:
Student preferences and interests
Age appropriate transition assessments
Postsecondary expectations (PSEs, postsecondary goals) for living, learning, and working
Course of Study
Annual goals
Services and supports
What is Specially Designed Instruction?
SDI is defined as “adapting, as appropriate to the needs of an eligible child under this chapter, the content, methodology, or delivery of instruction:
(1) To address the unique needs of the child that result from the child’s disability; and
(2) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children."
Special education provides students with disabilities SDI to meet their unique learning needs. This includes:
Vocational education: organized educational programs that are directly related to the preparation of individuals for paid or unpaid employment, or for additional preparation for a career not requiring a baccalaureate or advanced degree, and,
Transition Services that are based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and includes—
(i) Instruction;
(ii) Related services;
(iii) Community experiences;
(iv) The development of employment and other post-school adult living objectives;
(v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.
Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and
The transition services and courses of study needed to assist the child in reaching those goals.
34 C.F.R. §300.39(3); §300.43; §300.320