Secondary TransitionSecondary Transition is the process of preparing students with disabilities for life after high school in the areas of post-secondary education or training, employment, and independent living. These three areas are referred to as “post-school outcomes.” IDEA 2004 defines secondary transition as “a coordinated set of activities for a child with a disability that is designed within a results-oriented process, that is focused on improving the academic and functional achievement of the child with the disability to facilitate the movement from school to post-school activities, including postsecondary education, vocational education, integrated employment…adult services, independent living or community participation.” At the secondary level, transition is the component that drives IEP development.
Transition planning begins at age 14, using age-appropriate assessments to explore the student’s interests, preferences, strengths and needs. Measurable postsecondary goals related to post-secondary education or training, employment and independent skills are written based upon assessment information and the input of the IEP team. Courses of study and transition services/activities are selected to support the postsecondary goals. Utilizing student-centered planning and assessment data ensures that appropriate services and supports are selected to foster student achievement.
Effective transition planning involves a collaborative effort between the student, family, school personnel, agency providers, and community members. These members (IEP team) write then annually review the transition plan to determine the next steps necessary to facilitate successful post-school outcomes. This network of individuals creates a support system for the student that transcends from school to adult life.
For more information, please contact:Adrienne StitelerSecondary Transition Educational Consultantastiteler@iu28.org724-463-5300 ext. 1105
Be sure to visit Secondary Transition Live Binder for more information.