Transition planning and service designation is conducted in coordination with the IEP and the procedures prescribed for the development of an IEP pertain. Initial service plans begin with the IEP developed following the student's 14th birthday.
The composition of the transition planning team is a primary consideration in the development of a transition plan. Selection of team members should be a collaborative effort with the student and the family integrally involved. Whenever possible, the selection of the transition team should also include representatives from high school and post-secondary environments desired by students, so that they can establish contacts and become familiar with the requirements of the programs they want to enter.
Transition team members are persons who should always be involved in the IEP/transition planning meeting. The following individuals are to be invited to the IEP transition planning meeting:3
1. The student;
2. The parents/guardians; 3. A special educator;
4. Vocational, regular educators and counselors involved in transition activities (including CWE and/or Work Study Coordinators and Transition Specialists);
5. Representatives from the community or other agencies responsible for providing or paying for transition services (including vocational rehabilitation counselors, adult service providers, employers, representatives of post-secondary education programs); 6. Administrator or designee; and
7. Related service providers.
In addition to these members, parents or the school may wish to involve community supporters and advocates. All team members should be identified in the process of assessing the student’s desired environments related to work, education, community participation, and residential living.
IEP/ITP Components
The CSC must include the following transition components on each student's IEP: 1. A statement of the needed transition services;
2. The desired post-secondary outcomes;
3. Student career information, including interests, preferences, and needs;
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4. The current year's direct transition services and activities; 5. The participants involved in the current year's plan;
6. Recommended goals and objectives for the current year and the service providers; 7. Recommendations for the year following high school completion/graduation.
If the IEP team determines that services and support are not needed, the IEP must include a statement to that effect and must indicate the basis upon which the determination was made. The IEP team must reconsider this determination at least annually.
Transition Services
Transition services are a coordinated set of activities that generally must include: (1) instruction, (2) community experiences, (3) development of employment and other post-school adult living objectives, and (4) related services. If appropriate, the IEP/transition plan should also include transition services in the areas of (5) daily living skills, (6) functional vocational evaluation, and (c) interagency linkages. The seven major categories of transition services may be described as follows:
1. Instruction - Includes instruction in literacy, instruction in functional or curricular academics, employability skills training, vocational education, social skills training, college-entrance exam preparation, preparation for taking state and regional proficiency tests, and placement in advanced classes. May include teacher-developed
accommodations, curriculum adaptations, and peer tutoring.
2. Community experiences - Includes job shadowing, community work experiences, tours of post-secondary education settings, residential and community tours, and community services.
3. Development of employment and other post-secondary adult living objectives - Includes career planning, guidance counseling, interest inventories, person-centered planning, futures planning, self-advocacy training, job placement, and job try-outs.
4. Transition focused related services - Includes occupational and physical therapy, speech therapy, social services, psychology services, medical services, rehabilitation technology, and other professional supports to move the student toward post-secondary outcomes. 5. Daily living skills training - Includes self-care training, home repair, health training,
home economics, independent living training, and money management.
6. Linkages with adult services - Includes referrals or assignment of responsibility for services to Vocational Rehabilitation, Summer Youth Employment Programs, Mental Retardation and Developmental Disability Services, Mental Health Services, Social Security, Independent Living Centers, and agency fairs involving a range of adult services.
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7. Functional vocational evaluation needs - Includes situational work assessments, work samples, work adjustment programs, aptitude tests, and a series of job tryouts.
Age of Majority
IDEA has outlined procedures for the transfer of parental rights to the student when he/she reaches the age of majority (generally 18). Both the parents and the student must be notified of any transfer of rights and participate in the transfer meeting. Students are to receive notification at least one year before they reach the age of majority and a statement must be included in the IEP that the student has been informed that his or her rights that transfer when reaching the age of majority. After the student reaches the age of majority and rights have been transferred, any notice required by law such as procedural safeguards or notice of meeting must be provided to both the student and the parents.
The transfer of rights at the age of majority means that the student becomes responsible for his or her educational program. Rights that transfer to the student include the right to:
1. Receive notice of and attend IEP meetings; 2. Consent for reevaluation;
3. Consent to change in placement; and
4. Request for mediation or a due process hearing to resolve a dispute about evaluation, identification, eligibility, IEP, placement or other aspects of FAPE.
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