Transition from Special Education to Post School Activities

For many students with disabilities and their families, school is safe and familiar, especially when it is compared with what happens after graduation or when a student ages out of special education at age 21.

For this reason, and to help students be as successful as possible in their post school endeavors, the Individuals with Disabilities Education Act (IDEA) provides certain requirements regarding the transition to post school activities that IEP Teams must begin by the time a student is age 14.

Transition Planning At Age 14

Beginning at age 14, or earlier if the IEP Team determines it to be appropriate, two important changes should be made to the IEP process. First, students should be invited to come and participate in their IEP Team meetings. This should happen no later than age 14 or earlier if a purpose of the meeting is to discuss post school goals or transition services. If a student chooses not to attend the meeting then the IEP Team must take other steps to ensure that the student's interests and preferences are considered at the meeting. This might mean that a counselor, teacher or parent sits down with the child before the meeting and ask the child questions about his or her post school plans or ideas.

Second, a transition plan should be included in the IEP no later than the first meeting after the student turns 14. That plan should include appropriate measurable goals for the student related to postsecondary training, education, employment and independent living skills, as needed and appropriate for the individual student.

At age 14, it is important that your child's needs are considered and that realistic post graduate goals are created. The Team should begin to discuss whether the child can expect to graduate with a regular diploma or whether the child will remain in special education until he or she ages out at age 21. The Team should emphasize self advocacy skills, functional life skills and courses, community experiences and extracurricular activities that further the student's post secondary goals.

Transition at Age 16 or 2 Years Prior to the Expected End of High School

The goal of transition services should be, according to IDEA, a results orientated process that is focused on improving the student's functional and academic achievements so that the child can transition to post secondary activities. These transition services must be in the IEP and must be updated at least annually. If the student is likely to be involved with any adult service agencies after graduation, then those adult service agencies should be invited to the IEP meeting. Additionally, all of the transition plans that began at age 14 should continue.

The Summary of Academic Achievement and Functional Performance

When a student graduates, the local school district is required to provide the student with a Summary of Academic Achievement and Functional Performance. The summary should include a synopsis of the academic achievement and functional performance of the student as well as an outline of the accommodations the student received in school and recommendations for the future. Further, the document must include a section on recommendations to assist the student in meeting postsecondary goals including any recommended agencies that the student should contact for services.

One of the goals of IDEA is to prepare students for post secondary education, employment and independent living. In order to fulfill this goal, IEP Teams must complete all of the required transition elements of special education as described in IDEA and as needed by the individual students.