Fact Sheet: TRANSITION

Q. What is Meant by Transition?

A. Cooperative planning and preparation involving both the student and family, school personnel,and community representatives, which extends beyond the student's current educational setting. This planning process was mandated for the first time in educational legislation in the Individuals with Disabilities Education Act (IDEA) which stipulated that one of the purposes of the Individualized Education Plan (IEP) was to plan for needed transition services. Transition planning is an outcome oriented process which creates an important link between school and community and provides opportunities for students with disabilities to discus their hopes and dreams for their future.

Q. What Led to the Realization of the Need For Transition?

• Significant numbers were unable to obtain employment.
• Significant numbers were unable to engage in activities to develop social and interpersonal skills.
• Students with disabilities were not achieving the same results as their peers without disabilities.
• Significant numbers were unable to access necessary supports due to funding limitations or staff resources.

Q. How Does Transition Fit Into the IEP?

• Goals and objectives established for transition planning are not separate from the Individualized Employment Plan.
• The intent of identifying these needed services as part of the IEP process is to develop a comprehensive long range plan which builds on annual go;goals and objectives established in
  the IEP.
• The transition component of the IEP is called the Individualized Transition Plan (ITP).
• IDEA of 1990 specifies that all students with disabilities 16 or over, or earlier if appropriate, must have a statement of needed transition services identified in their [IEP.

Q. How Are Transition Services Defined?

A coordinated set of activities for a student designed within an outcome oriented process that promotes movement to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.

Q. What Is the Role of the IEP Team In the Transition Planning Process?

• The IEP Team must determine the appropriate supports, services, and skill-building activities needed by students to achieve post-school outcomes.
• The transition outcomes identified by the team should be based on the student's needs interests, and preferences, and include the areas of instruction, community experiences, the development of employment and other post-school adult living objectives, and if appropriate, the acquisition of daily living skills, and functional evaluation.
• The IEP team members will work collaboratively to identify future community settings, including work, education, and living arrangements, and the skills and knowledge students will need to be successful in those settings.
• Team should include family and/or significant others in the life of the students.

AAIDD's Policy

• AAIDD has no specific policy on transition from school to adulthood. However, the AAIDD does take the following position on education in general: persons ~with mental retardation and related developmental disabilities need appropriate, nationwide educational opportunities in order to maximize their potential as citizens.

References

1 . Florida Department of Education, (1995). Transition: The IDEA Way, Tallahassee, FL: Author.
2. Individuals with Disabilities Education Act of 1990 (October 10, 1990), Public Law 101-476. Title 20, U.S.C. 1400- 1485. U. S. Statutes at Large 104, 1103- 1151.
3. Peraino, J.M. (1992). Post-21 follow up studies: How do special education graduates fare? In P. Wehman (Ed.), Life beyond the classroom: Transition strategies for young people with disabilities (pp. 21-70). Baltimore, MD: Paul H. Brookes.
4. Schloss, P.J., Smith, M.A.. & Schloss, C.N. (1990) Instructional methods for adolescents with learning and behavioral problems. Boston, MA: Allyn & Bacon.
5. Wehman, P. (1992). Life beyond the classroom: Transition strategies for young people with disabilities. Baltimore, MD: Paul H. Brookes.
6. Wehman, P. (1995). Individualized transition plans: The teacher's curriculum guide for helping youth with special needs. Austin, TX: Pro-Ed.

Resources

1. Transition Research Institute at Illinois, College of Education, University of Illinois at Urbana-Champaign, 113 Children's Research Center, 51 Gerty Drive, Champaign, IL 61820. Voice: (217) 333-2325, Fax: (217) 244-0851.
2. IMPACT Feature Issues on Transition (Vol. 3, No. 3, 1990), Transition (Vol. 5, No. 3, 1992), and Health Needs of Transition-Aged Youth (Vol. 7, No. 2. 1994). Available from the Institute on Community Integration, The College of Education and Human Development, University of Minnesota, 109 Pattee Hall, 150 Pillsbury Drive, SE, Minneapolis, MN, 55455. Voice: (612) 624-4512.
3. Everson, J.M. (1996). Using person-centered planning concepts to enhance school to adult life transition planning. Journal of Vocational Rehabilitation. 6, (1), 7-13.
4. Rehabilitation Research and Training Center on Supported Employment, Virginia Commonwealth University, 13 14 West Main Street, Richmond, VA, 23284. Voice: (804) 828-1851 Fax: (804) 828-2193 ).
5. DeFur, S., Getzel, E.E., & Kregel, J. (1994). Individualized transition plans a work in progress. Journal of Vocational Rehabilitation. 4, (2), 139)-145.
6. Association of Higher Education and Disability, P.O. Box 21192, Columbus, OH, 43221-0192. Voice: (614) 488-4972, Fax: (614) 488-1174.
7. American Council on Rural Special Education, 221 Milton Bennion Hall, Department of Special Education, University of Utah, Salt Lake City, Utah, 84112, Voice: (801) 585-5659. Fax: (801) 581-5223.

Written for AAIDD by Elizabeth Getzel, and edited by Alicia A. Cone. VCU-RRTC on Supported Employment, 1314 West Main Street, Richmond VA 232201. Voice: (804) 828-1851. Fax: (804)828-2193

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