This webpage provides detailed information about the transition from high school to adulthood and includes specifics about what is required under the Individuals with Disabilities Education Act including a summary of transition, definitions of transition services, what should be included in the IEP, and more.
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La vida está llena de transiciones, y una de las más notables ocurre cuando los estudiantes se preparan para salir de la escuela secundaria y entrar al mundo como adultos jóvenes. Cuando el estudiante tiene una discapacidad, la planificación para el futuro es especialmente importante. De hecho, la ley IDEA lo requiere.
This resource collection is focused on options to be considered as students transition from school to adulthood, including postsecondary education at a college, university, or community college; vocation education to learn a trade or specific job skill; or continuing and adult education. Information on how to get started and who can help is included.
A RAISE Center Resource Collection with links to a listing of employment related resources for youth in transition and their families.
These recommendations are based on a comprehensive review of laws, policies, and best practices related to transition as well as extensive interviews with experts. Topics include school and adult agency collaboration, work experiences, community activities, qualified personnel, and education for families.
This "Families Matter" video from the National Center on Deaf-Blindness introduces Jake and his family. They share experiences throughout Jake's life related to communication, literacy, movement, transition, empowerment, and teaming. An important theme of the story is how experiences throughout life are preparation for transition to adulthood.
This tool helps students who are deaf-blind, parents, and professionals determine essential transition activities related to assessment, programming, and team collaboration. Activities are categorized by 4 age groups: prior to age 14, 14 through 17, 18 through 21, and 22 through 26. The completed tool should be used to generate a plan of action and develop goals and objectives for IEPs and transition plans.
This resource provides a vignette and highlights strategies for the critical transition students increasingly are making from a self-contained, special classrooms to inclusive educational environments.
Transition education and services should be grounded in quality research. NTACT:C has identified evidence-based and research-based practices that lead to the most successful outcomes. Practitioners can use Practice Descriptions and Lesson Plans to support transition-focused instruction.
A series of resources on a systems approach to justice, equity, and inclusion initiatives targeting specific marginalized students with disabilities.
In this video, Billy Pickens explains how his teacher’s high expectations for him were not always welcome in high school, but as an adult who is deaf-blind he now appreciates how important it was for his future. To help facilitate reflection and discussion using this video, this resource includes a discussion guide or quick guide. The quick guide can be used to facilitate brief discussions (15 minutes) while the discussion guide can support longer and more in-depth discussions.
This online module focuses on the transition process from high school to post-secondary settings. Key topics include individualized education program planning, engaging students in the process so as to become better advocates for their own needs, and the importance of outside agencies such as vocational rehabilitation.
This online module focuses on the process of developing high-quality IEPs for students with disabilities. Key topics include the requirements for IEPs as outlines in IDEA, the implications of the Endrew F. v. Douglas County School District Supreme Court ruling, and how to effectively plan IEP goals focusing on post-secondary transition.