- Transition services must begin at age 14.5 in Illinois.
- Transition planning is an integral part of the student’s IEP.
- The IEP team develops the transition plan.
- Student must participate and be invited to any transition planning meeting.
- The IEP team should consider the following: vocational training, post-secondary education, employment, independent living and community participation.
- Must be coordinated set of activities oriented toward producing results.
- Are based on the student’s needs and must take into account their interests and preferences.
Transition Services Defined:
- Transition Services means a coordinated set of activities for a child with a disability that is designed with a results oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-secondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living or community participation.
The Transition IEP:
- State the student’s post-secondary goals (what he or she hopes to achieve after leaving high school).
- Be broken down into IEP goals that represent the steps along the way that the student needs to take while still in high school to get ready for the post-secondary life after graduation.
- Describe in detail the transition services that the student will receive to support his or her achievement of the goals. (e.g. mobility training, job shadowing).
Domains of Adulthood**IEP should include planning in each of these areas:
- Post-secondary education.
- Vocational education.
- Integrated employment.
- Continuing and adult education.
- Adult services.
- Independent living or community participation.
Specific Activities for the IEP Team to Consider:
- Instruction.
- Related Services.
- Community experiences.
- The development of employment and other post-school adult living objectives.
- If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. *Evaluations may be necessary in other areas as well.
Guardianship:
- Disabled adult can’t drive.
- Cannot force medication, hospitalize or residentially place.
- Making bad decisions doesn’t necessarily lead to a guardianship.
- Powers of Attorney or Mental Health Declaration are more limited but may be the best way to help a young adult with mental health issues.
Transition IEP Tips:
- Start early.
- Determine and write on the IEP who will be responsible for doing what tasks.
- Agree on timelines for completion.
- Develop measurable goals/learn to distinguish between a hope and a goal.
- The school will not do all of this for you. You as a parent must take charge of planning.
Decide Where You Want to End Up:
- Diploma-When?
- Vocational.
- Post-Secondary.
- Independent Living-timing.
Transition Goals:
- Measurable.
- Accurate present levels of performance.
- Realistic.
- Data Driven.
- Identify who will be responsible for implementing the goals.
- How are we going to get there?
