Transition services is a term used in the Individuals with Disabilities Education Act (IDEA) that defines a coordinated set of activities intended to address the assessment and planning process of assisting students to effectively transition to their post school goals.

Beginning at age 14 this process includes the coordination of educational and community experiences to help students explore, prepare and exit public education ready to enter the community. The intent of transition is to create opportunities for youth with disabilities that result in positive adult outcomes for life. This may involve:

• raising expectations for youth outcomes
• engaging in the general education curriculum
• assessing for interests, preferences, and needs
• building self-awareness, self-identity, self-esteem, and self-determination skills
• utilizing the community for supports and training
• socializing and developing long-term relationships
• being in activities both at school and in the community
• engaging in leadership and involvement in the transition planning process
   

The involvement of students and families are important so that youth can begin to understand themselves and then identify a team of caring adults who will support their journey. In our culture the primary rite of passage for all youth is graduating from high school. The beginning of adulthood is celebrated at this time with an expectation that youth will develop an increasing independence and autonomy and move on to further education, meaningful jobs, finding their own places to live, and their own friends, companions, and life in the community.

The Individualized Education Program (IEP) is the document used to facilitate an individualized planning process during the transition years (14-21). The IEP must include a youth’s present level of educational performance and his or her transition service needs, and measurable annual goals. In addition, the IEP must include any interagency responsibilities, accommodations or modifications, and a statement of the special education and related services to be provided to the youth for the youth to be involved and progress in the general curriculum. Since the IEP is one of the tools used to measure compliance with IDEA, comprehensive and ongoing support is important to teachers and others who are responsible for implementing the IEP.

Information for Teachers

Rhode Island Training and Technical Assistance

Regional Transition Centers

Rhode Island Transition Technical Assistance Center

TRANSNETRI The Rhode Island Transition List Serve

National Training and Technical Assistance