Exceptional Children Transition Services
Sec. 300.43 and NC 1500-2.41 states that transition services means a coordinated set ofactivities for a child with a disability that-
- Is designed to be within 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-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
- Is based on the individual child’s needs, taking into account the child’s strengths,
preferences, and interests; and includes-- (i) Instruction; (ii) Related services; (iii)
Community experiences; (iv) The development of employment and other post-
school adult living objectives; and (v) If appropriate, acquisition of daily living
skills and functional vocational evaluation.
- Transition services for children with disabilities may be special education, if
provided as specially designed instruction; or a related service, if required to assist a child with a disability to benefit from special education.
Transition Age Requirements
Age 14
At age 14, the school must invite the student to his or her IEP meeting and the student’s IEP must include a transition statement that details the student’s needs, preferences and interests are considered in the development of the IEP. The course of study selection should also be carefully considered in relation to the student’s postsecondary goals.
Age 16
At age 16, a student’s IEP must include IEP goals and objectives that are aligned to the
student’s post-secondary outcomes. The IEP team must design/create a transition plan within the IEP (grid). The information is based upon age-appropriate assessments related to training, education, employment, and, where appropriate, independent living skills.
As appropriate, the school must invite a representative of any agency (consent of the parent) such as, but not limited Vocational Rehabilitation. The notice of the meeting must say that a purpose of the meeting will be to consider postsecondary goals and transition services.
Transition Planning Practices
1. Invite student;
2. Administer age appropriate transition assessments;
3. Determine needs, interests, preferences, and strengths;
4. Develop postsecondary goals;
5. Create annual goals consistent with postsecondary goals;
6. Determine transition services, including course of study needed to assist your student in reaching those goals;
7. Consult other agencies, in particular, the VR agency; and
8. Update annually.
Responsibilities for Transition Services & Activities
• Instruction- is the one component of a transition program. The information in this section is related to the specific coursework and/or skills needed to achieve post-secondary outcomes
• Relate
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