|
Q: |
When should transition
planning begin? |
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A: |
Education is important for preparing your child for life. For a child with a
disability, planning the future may include a comprehensive plan that begins
well before age 14.
Beginning on or before the student's fourteenth birthday, a formal statement
of transition service needs, focusing on the child's courses of study, must
be developed and updated annually under the applicable components of the IEP.
This new condition was designed to add to the standard transition plan
requirements, which begin at age 16 and provide for a statement of needed
transition services for life after high school including responsibilities of
other agencies in the community.
Additionally, at least one year before the student reaches the age of
majority (18 years of age), there must be a statement that the student has
been informed of his or her rights under IDEA. |
|
Q: |
Which students will have a
Transition IEP (TIEP)? |
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A: |
All
students who are eligible under IDEA and who are age 14 or older must have a
TIEP. Generally, the transition planning process starts at the IEP meeting
prior to the child's fourteenth birthday. |
|
Q: |
When is it appropriate to
address transition services for a student younger than age 14 or 16? |
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A: |
The TIEP team determines when a statement of transition service needs that
focuses on courses of study (age 14) or a statement of needed transition
services (age 16) must be considered for younger students. Factors to
consider include whether the student is at risk of dropping out of school
and whether the student's transition services needs are so significant that
agency services may be needed at a younger age. |
|
Q: |
May school districts develop
TIEP's separate from the IEP to address transition services requirements? |
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A: |
No,
transition planning is part of the IEP process. Transition services are
included on the IEP, not a separate plan. The needed transition services may
be addressed through the development of measurable annual goals, including
benchmarks or short-term objectives, or in a separate transition services
section of the TIEP. |
|
Q: |
Who should be on my child's
transition planning team? |
|
A: |
Required TIEP participants include:
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The student
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The student's parent(s)
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At least one regular education teacher (if the student is, or will be,
participating in the regular education environment)
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At least one of the student's special education teachers
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A representative of the school district (LEA representative) who is
qualified to provide, or supervise the provision of specially designed
instruction to meet the unique needs of students with disabilities. The
LEA representative is also knowledgeable about the general curriculum, and
knowledgeable about and able to commit school district resources
-
A representative of any agency or agencies that are likely to be
responsible for providing or paying for transition services;
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An individual who can interpret instructional implications of evaluation
results (the teacher or LEA representative may serve in this capacity)
Additional Transition IEP participants for transition planning may include,
at the discretion of the parent or school district, other individuals with
expertise about the student that may include:
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Transition specialist
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Job coach or employment specialist
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Vocational education teacher
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Student's employer or supervisor
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Vocational rehabilitation counselor
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Guidance counselor
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Occupational specialist
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Therapists
|
|
Q: |
How will my child be
encouraged to participate in transition planning? |
|
A: |
It
is important that your child participate as much as possible in the
transition planning process. Following are some ways the school encourages
students to participate in deciding what they would like to do after leaving
school:
- Conduct interest inventories,
self-determination assessments, and transition assessments with the
student.
- Provide training for students in
understanding the Transition IEP process, self-determination and
self-directed Transition IEPs.
- Use personal planning strategies, such
as Dare to Dream--Revised: A Guide to Planning Your Future or the
self-directed Transition IEP process.
- Assist the student (with his or her
parents) to develop career plans.
- Ask the student whom he or she would
like to invite to the Transition IEP meeting and assist the student to
send invitations to these persons.
- Assist the student in identifying his or
her desired post-school outcome statement prior to the meeting.
- Arrange for the student to participate
in practice sessions to prepare for his or her role in developing the TIEP.
|
|
Q: |
If the student does not attend
the Transition IEP meeting, what steps must the school district take to
ensure that the student's needs, preferences, and interests are considered? |
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A: |
IDEA requires that the student's needs, preferences, and interests be
considered. If the student does not attend the meeting, the school district
must take other steps which may include the consideration of:
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Interest inventories
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Self-determination and transition assessments
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Situational assessments
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Documented results of interviews and student conferences
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Performance assessments from work experiences
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Work samples
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Career plan
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A person-centered plan
This information may be included in a transition portfolio. Documentation of
these other steps must be maintained in a manner determined by the school
district. |
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Q: |
Are there additional
responsibilities for my child and me in the TIEP process? |
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A: |
Yes,
students and families are frequently designated as the person(s) responsible
for carrying out the goals and objectives. For example, a student's goal may
be to become a client of the Division of Vocational Rehabilitation. The
school would assist in the completion of the application and setting up of
the initial interview, but the parent/guardian or student would need to be
involved in the completion of the intake procedures. |
|
Q: |
Are there other resources
available to help my child and me with transition? |
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A: |
Generally, within a school system, there is a Transition
Specialist/Coordinator who assists students, parents and teachers. In the
appendix of this handbook, there are a number of national, state, and local
resources that you may find helpful in transition planning. |
