TRANSITION

Frequently Asked Questions about Transition:

• How does the transition process happen?
• When should transition planning start?
• Who can help?

The completion of high school is the beginning of adult life. Young people and their families are faced with many choices as the student makes the transition from school to the world of adulthood. Further education, vocational training, getting a job or living independently are some of the common options for a young person to look at for the future. For students with disabilities, these choices may be more complex and require earlier planning. Students are more successful when they are encouraged to take responsibility for their own paths and choices.

How does the transition process happen?

Since 1990, transition services have been a requirement of law for students who are 16 years or younger if deemed appropriate by the Individual Education Planning (IEP) team. The 1990 IDEA legislation provided students with the opportunity to be involved in planning their own education, to look into the future to voice their preferences and concerns, hopes and dreams, to be heard, to share in making decisions that affect them.

Planning Transition Services and IEP Requirements: “First, to help students and families think about their life after high school and identify long-range goals: second, to design the high school experience to ensure that students gain the skills and connections they need to achieve those goals.” (Source: Individuals with Disabilities Education Act: Transition Requirements, A Guide for States, Districts, Schools and Families).

TRANSITION HANDBOOK
This transition document has its roots in a PRIDE Industries Parent/Community Advisory Board subcommitte established in 2001. Subsequently, representatives from Alta California Regional Center (ACRC), Placer Special Education Local Plan Area (SELPA), Department of Rehabilitation (DOR) and families continued the original effort to expand this resource to a general handbook. (This Transition Handbook is provided in Adobe Acrobat format (.pdf). If you do not have Adobe Acrobat, or are unsure, you may download Adobe Reader from Adobe's website for free.)

National Dissemination Center for Children with Disabilities (NICHCY)
This site explains the IDEA legislation regarding the transition process.

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When should transition planning start?

Planning the transition from school to adult life begins, at the latest, during high school. Transition planning is required under IDEA, to start once a student reaches 16 year of age, or younger, if appropriate. This transition planning becomes formalized as part of the student’s IEP. At this time, and updated annually thereafter, the IEP Team looks at the child’s courses of study and vocational goals to determine whether or not the courses of study are leading the student to where the student wants and need to be upon graduation.

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Who can help?

Collaboration between families, service providers, team members and participating agencies is an essential part of the process. Many different individuals come together to help the student plan for transition. It is important to involve a variety of people, for they will bring their unique perspectives to the transition planning process.

The student and family are core members of the team. When the purpose of the IEP meeting is to discuss transition, the student should be invited to attend. If there is no way he or she can come to the meeting, then the school must take other steps to make sure that the student’s preferences and interests are addressed.

Training Resource Network, Inc. "Where Did The Time Go? Transition to Adult Life." - This booklet lists key agencies to connect with in planning.

National Dissemination Center for Children with Disabilities. This site lists a variety of agencies, organizations, and representatives to consider in transition planning.

Project TEAMS was proud to host a teleconference on April 19, 2005 with guest presenter, Dr. Denise Mautz. Dr. Mautz is Project Director of two federally funded projects related to transition from school to work in California and Hawaii and Associate Director of two additional federal projects in Maryland and Tennessee. Her position is based in the Department of Special Education at San Francisco State University (SFSU), but she operates nationally from the SFSU Transition Service Integration Project's Pacific Northwest Office in Portland, Oregon. Dr. Mautz described the Transition Service Integration Project (TSIP), currently operating throughout California and in selected locations in Maryland, Tennessee, and Hawaii. Over the last 7 years, TSIP has produced a 60% competitive employment outcome for individuals with the most significant support needs transitioning from school to work, far exceeding the national average of 13% for the population. New adult agencies that provide access to customized competitive employment and off-work community inclusion are developed through TSIP. These agencies work with transition students prior to and after gradution, producing a seamless transition. The articles below provide detailed information about this exciting project, which has both challenged and changed the system.

DENISE MAUTZ, Ph.D.
San Francisco State University
Department of Special Education
Transition Service Integration Project

INTEGRATING SERVICE SYSTEMS AT THE POINT OF TRANSITION FOR YOUTH WITH SIGNIFICANT SUPPORT NEEDS: A MODEL THAT WORKS - This document serves as an introduction to the systems change and service integration "arm" of the Transition Service Integration Project. (This document is provided in Adobe Acrobat format (.pdf). If you do not have Adobe Acrobat, or are unsure, you may download Adobe Reader from Adobe's website for free.)

TRANSITION SERVICE INTEGRATION PROJECT: INTEGRATED WORK AND COMMUNITY INCLUSION AGENCY CHARACTERISTICS AND RATIONALE FOR SERVICES - This document outlines how the direct service agency "arm" of the Transition Service Integration project works. (This document is provided in Adobe Acrobat format (.pdf). If you do not have Adobe Acrobat, or are unsure, you may download Adobe Reader from Adobe's website for free.)

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ADDITIONAL RESOURCES

CalSTAT
A special project of the California Department of Education, Special Education Division. It is funded through the Special Education Division and the California State Improvement Grant (SIG). The SIG supports and develops partnerships with schools and families by providing training, technical assistance, and resources to both special education and general education.

Council for Exceptional Children
Mission is to improve educational outcomes for individuals with exceptionalities.

ITOP
We offer a resource map and searchable database to be used by youth, their families and program and service providers. The resource map is a compilation of state-level resources focused on helping youth with disabilities make a successful transition into the workforce and higher education.

National Center on Secondary Education and Transition (NCSET)
Coordinates national resources, offers technical assistance, and disseminates information related to secondary education and transition for youth with disabilities in order to create opportunities for youth to achieve successful futures.

National Coalition for Parent Involvement in Education
At NCPIE, our mission is simple: to advocate the involvement of parents and families in their children's education, and to foster relationships between home, school, and community to enhance the education of all our nation's young people.

Parent Advocacy Coalition for Educational Rights (PACER)
The mission of PACER Center is to expand opportunities and enhance the quality of life of children and young adults with disabilities and their families, based on the concept of parents helping parents.

Placer County Office of Education Special Education
With a commitment to excellence, the Placer County Office of Education Special Education staff accepts the charge to promote cognitive, academic, social and physical development of students through specialized instructions and services, as well as collaboration with families and the greater community.

Social Security Disability Benefit Issues Affecting Transition Aged Youth
Virginia Commonwealth university's Benefits Assistance resource Center report on the importance of considering Social Security Disability Benefits in the transition planning process.

SSA Resources Toolkit
The tools that you need to find the information you seek. This section contains a broad range of resources that are relevant for various customers.

TransCen
A name adopted to illustrate its role as a "transition center," is dedicated to the improvement of educational and employment outcomes for individuals with disabilities.

Transition Coalition
The mission of the Transition Coalition is to maximize professional development in secondary school reform and transition at the national, state and local levels. The Coalition supports best practices and creates professional development forums using face-to-face and online training and technical assistance.

Transition Planning for Adolescents
This booklet has been developed for families to help you prepare with your teen for his/her adulthood.

TransitionLink
An on-line community for sharing ideas, strategies, resources, and information concerning the transition to life after high school for adolescents with disabilities.

Vocational and Educational Services for Individuals with Disabilities (VESID)
VESID works with students, families and school districts to coordinate appropriate services for students with disabilities who are leaving secondary education and entering adult vocational rehabilitation and related services.