By: Hinkle, Prior & Fischer, P.C., Attorneys at Law
Under federal special education laws, “transition” services means a coordinated set of activities for a student, designed within a results-oriented process, that promotes movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.
Transition must be based on the student’s needs, taking into account his/her strengths, preferences, and interests. It includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation.
For students eligible for special education services, the law requires schools to take specific actions describing annual transition goals and to detail the services and supports needed to meet those goals. By the time a student is 14, the IEP must reflect the student’s post-school goals in a “statement of transition service needs.” When the student turns 16, the IEP must also include a “statement of needed transition services.” This describes the coordinated set of activities and strategies that will lead to the desired post-school outcomes and identifies those responsible for providing them.
Taken together, these two steps help ensure that a student is able to achieve long-term goals and is effectively linked to supports, services and programs needed for adult life.
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