Considerations for Transitions from High School to Adult Life
As a student approaches the time to leave high school, preparations for adult life must be well underway. For early transition planning and active participation in decision-making to occur for students with disabilities, members of the planning team need to be well-informed about the student’s abilities, needs, and available services. For more information regarding high school transition, visit the California Transition Alliance, "Transition Planning: The Basics” document: https://6abb391c-dbc9-4e2e-9cd4-f10c9c4bb967.filesusr.com/ugd/c055a4_f1b186d9ab24411eb8971d6583e849b5.pdf
- Transition services are intended to prepare students to move from the world of school to the world of adulthood.
- Transition planning begins during high school at the latest.
- IDEA requires that transition planning start when the student reaches age 16.
- Transition planning may start earlier (when the student is younger than 16) if the IEP team decides it would be appropriate.
- Transition planning takes place as part of developing the student’s IEP.
- The IEP team (which includes the student and the parents) develops the transition plan.
- The student must be invited to any IEP meeting where postsecondary goals and transition services needed to reach those goals will be considered.
- In transition planning, the IEP team considers postsecondary education or vocational training, employment, independent living, and community participation.
- Transition services must be coordinated activities oriented toward producing results.
- Transition services are based on the student’s needs and must consider the student’s preferences and interests.