Transition Services (IDEA)

How It Works

In the 2004 reauthorization of the IDEA, Congress wrote: The federal government has an ongoing obligation to support activities that contribute to positive results for children with disabilities, allowing those children to lead productive and independent adult lives (PL 108-446). To this end, children with disabilities are afforded the opportunity to achieve their goals through a formalized process in their Individual Education Plan (IEP). The plan for transitioning adolescents into adulthood under the IDEA is generally referred to as ‘transition services.’

Transition services under the IDEA is a coordinated set of activities that:

  • Is designed as a results oriented process that promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated services, independent living, or community participation
  • Is based on the individual student’s needs, taking into account the student’s preference and interest
  • Includes the following: instruction, related services, community experiences, development of employment and other post-school adult living objectives, and acquisition of daily living skills and functional vocational evaluation.

Specifically, the IDEA requires transition objectives to be met by the age of 14 and 16. By age 14, all IEPs must begin to include the student’s post school goals and appropriate transition services should be identified. By age 16, the needed transition services must be implemented.

Unlike special education services, there is no central system for identifying adult services once students leave the school environment. Therefore, parents, pediatricians, and the adolescents must work together early to identify community resources that will help the adolescent achieve his or her goals. For this reason, the transition plan is a vital component of the IEP.

History

Transition services for students with disabilities were addressed for the first time in the 1990 amendment to the IDEA. Subsequent amendments to the IDEA have continued to strengthen and promote the vision for youth with disabilities to transition from education to employment and community living.

Policy Update

The IDEA 2004 reauthorization included requirements to design and obtain measurable transition goals that articulate the intended post-graduation achievements of the student. It must include education and employment goals. This requirement went into effect July 1, 2005 and school districts are now working on compliance.

Links

  • Unites States Department of Education, Office of Special Education and Rehabilitation Services
  • PACER Cetner (Parent Advocacy Coaltion for Educational Rights)

References