Starting with the first IEP to be in effect once a student in special education turns sixteen, the IEP must contain a transition plan consisting of appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills as well as the transition services, including courses of study, needed to assist the student in reaching those goals.1 Transition services are a coordinated set of activities designed to be within a results oriented process, that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.2
Transition services can include instruction, related services, and community experiences and should be based upon the student’s individual needs and account for the student’s strengths, preferences, and interests. Many districts and schools offer extensive vocational programs through which special education students may receive training and even industry certifications in popular career paths such as welding, cosmetology, mechanical, hospitality, technology, and entrepreneurship. The transition plans of students whose post-graduation aspirations include higher education might focus more on preparing the youth to meet admission requirements and assisting them with navigating the college application process. Other students may need transition plans that target the development of skills needed to live independently like using public transportation, managing finances, acquiring daily living skills, or accessing community services.