In Nebraska, students aged 14-21 with disabilities are required to have individualized postsecondary transition plans (PTP) as part of their IEP, but they can be developed at a younger age. A transition plan provides your teen or young adult with a set of coordinated activities to assist in the development of skills and support services necessary to move from high school to adulthood. Formal and informal assessments, interviews, and reflective experiences will help determine interests, needs, strengths, and preferences. Parent/guardian involvement is also a valuable part of the assessment process.  Using this information, individuals set measurable post-secondary goals for education/training, employment, and independent living skills. Coordinated transition activities and instruction will support these goals and be planned and completed by the IEP review date. Transition plans are reviewed annually and updated to reflect a student’s gained knowledge and preference changes.  More...

Postsecondary goals include education/training, employment, & independent living skills.

Members of the IEP/Transition Team:

• Student - The student must be invited to their IEP and should attend.

• Parent/guardian

• Special education teacher

• General education teacher

• Individual to interpret results

• School district representative

• Related services: O.T., P.T., Speech, etc. 

Transition-related outside agency examples:

• Vocational Rehabilitation (VR)

• Day Service providers (Goodwill, Mosaic, MNIS, or ILC)

• Supported Employment Provider

• DHHS Case manager 

• Nebraska Department of Labor - WIOA Program

• Medical, mental health, or other related services providers

• Caregivers

NDE Transition Planning Guide

Credit: (Nebraska Department of Education, Office of Special Education TRANSITION PLANNING)

As parents, you will have a crucial role in helping your child plan for their future, helping to make realistic goals while continuing to support their unique needs. Transition is a time of trial and error where students are still learning what it means to be an adult, building independence, and taking the next steps in their future. You might be asking yourself what you can do to support your son or daughter in finding success. Ultimately, an essential right of being an adult is making your own decisions, such as your likes, dislikes, hobbies, interests, living environment, community inclusion, employment, what type and how much assistance you want, etc. *We recognize that the transition process may look slightly different in some cultures, or expectations may differ. We understand and respect those differences. 

• Person-Centered Planning - You may not have heard this term before, but as parents, you have provided for and guided your son or daughter since they were little. As transition students (ages 14-21 years), the focus shifts, and planning one’s future becomes a priority. We will share information as a team to help students identify their hopes, dreams, strengths, and needs. This information will help the team set home, community, and work goals. 

• Self-Determination - The ability to take responsibility for making choices, learn to problem-solve, and accept the consequences. The more opportunities individuals have to build on their strengths, learn to self-regulate and recognize their limitations, the more empowered, capable, and effective they can become. 

• Self-Advocacy - Knowing yourself, what you need, and how to get it are essential for individuals with disabilities. This can be a complex issue for our youth and young adults. The first step to self-advocating is knowing about your disability, needs, wants, challenges, strengths, and rights. This might mean advocating for accommodations or finding the right support for an individual attending college. For many of our school-age students, this means making daily decisions about what to wear, eat, or what activity to participate in. Self-advocacy can facilitate inclusion, helps break down barriers, and open communication.