Transitional planning, for youth with disabilities, was first mandated by federal legislation in 1990 with the passing of PL 101-476, IDEA, 1990. The reauthorization of IDEA in 1997, added new components to the formal process of transitional services. In completing this module, you will become knowledgeable about the essential elements of transitional planning as defined by the legislative acts of IDEA 1990 and IDEA 1997. With the recent passing of IDEIA (Individuals with Disabilities Education Improvement Act, 2004 there will be changes in transition requirements. A discussion of potential changes with IDEA 2004 regulation are included in this module, however, readers should approach this information with an understanding that the law's final interpretation is yet to be defined.
The Individuals with Disabilities Act (1997) defines transition:
The term "transition services" means a coordinated set of activities for a student, with a disability, that: (A) is designed within an outcome-oriented process, that promotes movement from school to post-school activities, including post secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community privation; (B) is based on the student's needs, taking into account the student's preferences and interests; (C) includes instruction, related services, community experiences, the development of employment and other post-school objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation (section 602).
This definition of transition identifies several essential elements of transition to consider in the transitional planning process. These are identified and described in the following table.
| Legislative Component | What does this mean? | Is there an IDEA 2004 change? |
| Coordinated set of activities. | Transition services cannot be defined by a single event. In fact, transitional planning involves many types of formal and informal activities. Also, transitional services will not be provided by a single provider and will not be provided by a single agency. IDEA '97 emphasized that the "coordinated set of activities" should include the involvement of related services (e.g., speech pathology and audiology, occupational therapy, physical therapy, transportation, social work, counseling, orientation & mobility). Addressing students' preparation for adult adjustment requires that agencies and services cooperate in providing transitional services. Special educators should initiate involvement of outside agencies and invite them to students' transition meetings. Parents, students, and general educators must be involved in the IEP team meeting. |
IDEIA, 2004 does not include language to identify interagency linkages by age 16 (included in IDEA '97 as the "statement of needed transition services). |
| Outcome Orientation | Frequently we focus our efforts on helping students graduate and receive their diplomas. IDEA identifies that transition is an "outcome oriented process that promotes movement from school to post-school activities". An outcome orientation requires vision beyond the diploma to include preparation for success in post-school environments. An outcome orientation requires us to assess and attend to students' post-school goals. | In IDEIA the term "outcome oriented" process is changed to "Results-Oriented" process. This may suggest greater accountability for documented improvement of the student's academic and functional skills. |
| Based on students' needs, preferences & interests. | To provide transitional services that address individual learner's "needs, preferences, and interests", we must conduct comprehensive transition assessment. Nondiscriminatory assessment has always been a basic tenet of service provision (PL 94-142, 1975). Nondiscriminatory assessment includes practices that provide assessment information that is reliable and valid. While teacher made checklists may be useful instruments to both student and program evaluation, they may not provide comprehensive transition assessment unless their technical adequacy has been studied. An overview of transition assessment instruments can be found at this link: TRANSITION ASSESSMENT Because transition is an outcome oriented process, the transitional services that are provided to the student should have a direct relation to the student's targeted post-school goals. To address the "needs, preferences, & interests", students must be involved and demonstrate the self-determination to develop an appropriate transition plan. |
IDEA 2004 indicates that transitional services should be based on students strengths, needs, interests, and preferences. The addition of "strengths" indicates that transition assessment summary should not just identify areas of need (deficits) but should also provide a description of student's knowledge and skills relative to functioning in post-school environments as well as the planning that has been accomplished. |
| Includes instruction, related services, community experiences, the development of employment and other post-school objectives, and when appropriate, acquisition of daily living skills and functioning vocational evaluation. | There are a variety of ways of addressing the transitional needs of learners with disabilities. Instructionally, needs can be addressed by looking to the general education curriculum to find meaningful coursework. In fact, IDEA '97 indicated that students' IEPs should focus on participation within the general education curriculum. The "course of study" (explained later) enables teams to review the general education curriculum for potential coursework that addresses students' transitional needs. When needs cannot be addressed within the general education curriculum, IEP goals and objectives may be the most appropriate means of addressing specific needs. As previously mentioned, related service personnel may also assume responsibility. Also, community instruction and/or experiences (e.g., community-based instruction, work experience, job shadowing) may provide the most efficient means for students to attain specific knowledge or skills. As the team reviews the needs that have been identified through the assessment process, they should identify the most appropriate means of addressing the transition need. In some cases the student and/or parents may choose to assume responsibilities for addressing specific needs outside the school environment. Click on this link to find a description of the transition IEP planning process: Transition IEP Planning Process |
When defining transition, it is important to also look at the definition provided by the Division of Career Development and Transition (DCDT). DCDT is a division of the Council for Exceptional Children (CEC). Written by Halpern in 1994, this definition reinforces concepts of IDEA's definition while emphasizing transition as a process.
Transition refers to a change in status from behaving primarily as a student to assuming emergent adult roles in the community. These roles include employment, participating in post-secondary education, maintaining a home, becoming appropriately involved in the community, and experiencing satisfactory personal and social relationships. The process of enhancing transition involves the participation and coordination of school programs, adult agency services, and natural support within the community. The foundations for transition should be laid during the elementary and middle school years, guided by the broad concept of career development. Transition planning should begin no later than age 14, and the student should be encouraged, to the full extent of their capabilities, to assume a maximum amount of responsibility for such planning. (p. 117)
Key components emphasized in this definition include:
TRANSITION AND THE IEP
IDEA '97 states:
(vii)(I) beginning at age 14, and updated annually, a statement of the transition service needs of the child...that focuses on the child's courses of study (such as participation in advanced-placement courses of a vocational education program)' (ii) beginning at age 16 (or younger, if determined appropriate by the EP Team), a statement of needed transition services for the child, including when appropriate, a statement of the interagency responsibilities or any needed linkages; (III) beginning at least one year before the child reaches the age of majority under State law, a statement that the child has been informed of his or her rights under this title that will transfer to the child...on reaching the age of majority under 615(m)Section 614(d).
Legislative Component What does this mean? Is there an IDEA 2004 change? Age 14 Transition services should be addressed in the IEP at age 14, therefore, at age 14 the IEP becomes a transitional IEP or the transition plan. In preparation for the development of this IEP, transitional assessment must already be completed.
An overview of transition assessment instruments can be found at this link: TRANSITION ASSESSMENT
IDEA 2004 changed the age of transitional planning from age 14 to age 16. This is an interesting change considering that in 1990 the U.S. House of Representatives Committee who reported on the authorization of 1990 stated:
age 16 may be too late for many students, particularly those at risk for dropping out of school and those with the most severe disabilities. Even for those students who stay in school until age 18, many will need more than two years of transitional services. Students with disabilities are dropping out of school before age 16, feeling that the educational system has little to offer them. Initiating services at a younger age will be critical. (U.S. House of Representatives Report No. 101-554, 10, 1990)
States may decide to continue mandating transitional services at age 14.
When developing the student's IEP at age 14 and beyond, the team should develop a course of study for the student's remaining years in school. This course of study must consider needs that have been identified through transition assessment and documented in the assessment summary report. The "course of study" focuses on helping each student attain the goals they have identified for success in post-school environments. The "course of study" will assure that all team members, including students and families, are aware of diploma requirements and entrance requirements for post-secondary educational options. IDEA '97 emphasized focusing on the general education curriculum to address student educational and instructional needs. Learners with disabilities are to be involved in statewide assessments thus making it necessary for us to reference the goals of the IEP to general education curriculum. Therefore it is imperative that we look for general education opportunities to address transitional needs. Age was changed from 14 to beginning not later than the first IEP to be in effect when the child is 16. A Statement of Needed Transition Services This is a long range plan for what students will do in their remaining years in school as well as what they will do when they exit school. This plan identifies the supports they will receive in school as well as other nonschool supports. In this statement, interagency supports can be identified as well as activities to address transitional needs within home and community environments. Age of Majority At least one year before the learner reaches the age of majority, under state law, the student's IEP must document that the student was informed of his or her rights to make their own educational decisions. IDEA indicates that the "coordinated set of activities" that comprise transition planning should "promote movement from school to post-school activities, including post secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. (Department of Education, 1992, p. 44804)
In Minnesota we use the transition areas of Employment, Recreation & Leisure, Home Living, Community Participation, and Post Secondary Education. A cross reference to the post-school activities identified by the IDEA mandate demonstrates that these five transition areas address all post-school activities identified in IDEA.
Click on the following link to review the Minnesota language on transitional planning.
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