Transition Happens, Ready or Not!

Transition—a passage from one place, condition, or action to another.

We all experience changes in our lives. The world may seem constant but it is truly in a state of flux. Transition involves moving from what was to what will be—it's a period of time where one is in between a familiar and a new situation or environment. This can be an exciting, or an uncomfortable and frightening time. The word transition takes on very specific meaning for children receiving special education services from a public school district.

The term transition, when used with special education students, may have different meanings depending on the age of the child. For instance, families of children with visual impairments and other developmental disabilities transition from early childhood intervention programs into school programs when the children turn three years of age. However, when the word transition is used in special education it generally means the process of assisting older students (and their families) to move from the public school system into postsecondary training, employment, and independent living. The transition planning process is an important step in preparing students and their families for leaving school systems. Transition plans as a part of the Individualized Education Program (IEP) are required or mandated by the federal government for students receiving special education services, and are a vehicle for exploring both students' needs and community resources. The transition process draws together the family, school, adult service providers, and helps identify community resources to assist young people prepare for life beyond public school.

Key Elements

Transition is a process mandated by the federal government that school systems must provide for students who receive special education services. It is accomplished through the Individualized Education Program (IEP) process. The school is encouraged to include community service providers and family members in the planning process, as well as to provide information to the student about postsecondary training options and community resources. The school district must invite any agency that has a responsibility for providing or paying for transition services.

Planning for transition may begin at any age; however, the transition plan must be included in an eligible student's IEP no later than by age 16. Both the planning process and transition services can begin at an earlier age if it is deemed appropriate by the IEP team.

At age 16, transition activities can include both instruction at school and experiences in the community. Students can learn skills in real life environments, for example, by learning to ride community transit or investigating how to access community resources. Instruction in activities of daily living may be provided to assist students with skills necessary for varying levels of independent living. The important notion is that instruction may be provided off-campus and should address skills necessary for work, independent living, and recreation.

Individual Emphasis

Transition services are a coordinated set of activities based on students' needs, taking into account individual preferences and interests. The transition plan is designed to be a results-oriented process, focused on improving the academic and functional achievement of students with disabilities, and facilitating students' movement from school to post-school activities.

Three areas must be addressed, unless the IEP team deems them unnecessary:

1. Instruction
2. Community experience
3. Employment and other post-school outcomes

Transition planning is intended to be an ongoing process for assisting students and families in analyzing students' needs, taking into account their strengths, preferences, and interests. This process may include both formal and informal assessments. A profile of the student should evolve from these assessments so that he or she can assist in developing plans for learning needed skills.

The ongoing nature of this process lends itself to beginning to consider life beyond school much earlier in a student's life and can evolve naturally as the child grows up. Transition planning can assist the team in providing and sequencing services that are necessary for students to move forward with their goals. Providing services without a sense of direction or goal is like leaving on a trip without a clear idea of where you will end up: It may be fun but will most likely lead to wasted effort and frustration. Transition planning, like route planning, gives the student and the student's family a clear destination and a map for arriving safely and successfully.

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