The Individuals with Disabilities Education Act (IDEA, 2004) mandates transition services for all students who are receiving services under an individualized education program (IEP). Transition services require a coordinated set of activities within an outcome-oriented process promoting movement from school to post-school activities, such as postsecondary education. A well-coordinated and collaborative transition team will support successful transition to postsecondary education for a student with a disability.
Transition services means a coordinated set of activities for a child with a disability that:
In Florida, transition planning begins at age 14 and continues throughout secondary education. All students should start early planning for postsecondary education. Career exploration, work-based learning experiences, instruction in self determination and person-centered planning, agency collaboration, and independent living skills all support students’ preparation for postsecondary education and adult life.
Other agency representatives should be invited to participate in the IEP Team meetings if that agency is likely to be responsible for providing or funding transition services in the IEP. This would include representatives from postsecondary education institutions with programs needed for the student to reach their postsecondary goals. Age-appropriate transition assessments provide information on student’s strengths, preferences, and interests should guide the development of these goals.
Preparation for postsecondary education for students with disabilities should look very similar to that of their non-disabled peers. College and university visits, applying early, and choosing the program that provides the best alignment with postsecondary goals will pave the way for a successful transition.
Preparing secondary students and parents for higher education including fnancing, changing roles, and FERPA.
Session one of the five-part “College Matters” speaker series features content expert L. Danielle Roberts-Dahm, Ph.D., Co-Director of Project 10: Transition Education Network, who shares strategies for preparing secondary students and parents for higher education including financing, changing roles, and The Family Educational Rights and Privacy Act (FERPA).
Promoting inclusive postsecondary options with transition stakeholders including students and families, IEP team members, and adult service entities.
Developing IEPs that support college-based services including transition assessments, measurable postsecondary and annual goals, and Summary of Performance.
Orienting students, parents, and professionals to academic and campus supports including disability and academic support services, the role of peer mentors/tutors, and other resources.
Acquainting students, parents, and professionals to non-academic campus resources including residential life, student life such as extracurricular activities, and work options to support student success