For Students

About Transition Services for Students

Quality transition planning promotes the ability in students to advocate for themselves, develop their own Individualized Education Program (IEP), and be aware of and able to apply the laws that mandate access and accommodations after they leave school, such as the Americans with Disabilities Act (ADA)and Section 504 of the Rehabilitation Act.

The successful transition of students with disabilities is the responsibility of all members of the transition planning team and requires considerable collaboration among team members. The roles and responsibilities of team members include the following:

  • Parents must advocate for their children within the educational system and the agency structure, believe in them, and play the role of educator in the home environment.
  • Students must accept the responsibility to be engaged, responsible individuals who attend school regularly, participate in setting goals for the future, and identify how those goals will be achieved.
  • Educators must accept the responsibility to immerse youth in the learning process with a standards-based, contextual learning approach to teaching that includes school-and-work-based learning experiences.
  • Agency personnel must treat each student as an individual and be committed to meeting each student's needs by determining what services the agency might provide and coordinate.

If everyone on the IEP team accepts these transition planning responsibilities, collaborates effectively, and follows through on the agreed-upon transition services, students with disabilities will have a greater chance of leaving school fully prepared and enthusiastic about their futures.