Paula's Sped Resources

IDEA 2004 and Transition Planning

IDEA 2004 requires Transition Services to be “results-oriented” to “facilitate the child’s movement from school to post school activities . . .” [1] The law requires that the IEP Transition Services be in place by (before) the child’s 16th birthday.[2] http://www.wrightslaw.com/info/trans.plan.graham.htm

IDEA 2004 Close Up: Transition Planning- http://www.greatschools.net/LD/school-learning/idea-2004-close-up-transition-planning.gs?content=933

According to IDEA Section 300.29—

(a) Transition services means a coordinated set of activities for a student with a disability that-

(1) Is designed within an outcome-oriented process, that promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
(2) Is based on the individual student's needs, taking into account the student's preferences and interests; and
(3) 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.

(b) Transition services for students with disabilities may be special education, if provided as specially designed instruction, or related services, if required to assist a student with a disability to benefit from special education. http://ncset.org/publications/viewdesc.asp?id=423

Changes from preexisting regulations to the final regulatory requirements regarding IEPs.

Revise requirements for the content of IEPs relating to transition services.

Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually thereafter, the IEP must include:
• Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and
• The transition services (including courses of study) needed to assist the child in reaching those goals.
[34 CFR 300.320(b)] [20 U.S.C. 1414(d)(1)(A)(i)(VIII)(aa) and (bb)]

The reauthorized Individuals with Disabilities Education Act (IDEA) was signed into law on Dec. 3, 2004, by President George W. Bush. The provisions of the act became effective on July 1, 2005, with the exception of some of the elements pertaining to the definition of a “highly qualified teacher” that took effect upon the signing of the act. The final regulations were published on Aug. 14, 2006. This is one in a series of documents, prepared by the Office of Special Education and Rehabilitative Services (OSERS) in the U.S. Department of Education that covers a variety of high-interest topics and brings together the regulatory requirements related to those topics to support constituents in preparing to implement the new regulations.1 This document addresses significant changes from preexisting regulations to the final regulatory requirements regarding IEPs. http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,10,

IDEA 2004 and Transition Planning / Person Centered Planning / Indicator 13 Checklist / Age Appropriate Transition Assessment /Sample Transition Plans / Transition Links / Self Determination / Transition Planning for the Person with Intellectual and Developmental Disabilities / Major Components of the Transition Plan /home