Transition Planning For Special Education Students

It is important to have representatives from various adult agencies and organizations at the meeting, such as mental health agencies, vocational rehabilitation, community colleges, housing, and employment and training agencies. If the school does not invite representatives from adult agencies, the parent or student should do so. If representatives from the agencies do not attend the meeting, the school is required to "take other steps to obtain their participation" in planning the student's transition services. Although not specified in IDEA, these steps might include arranging for a subsequent IEP meeting to discuss transition issues, contacting a trained advocate, forwarding a copy of the IEP to the agency (with student and parent approval), and maintaining contact with the agency to promote their involvement. .
             The Transition Plan and Graduation .
             Students with disabilities can remain in school through age 21 if there are continuing transition needs. These may include, for example, the need to acquire skills necessary for independent living or employment. These needs must be stated in the IEP and must include community-based instruction, learning experiences, and other adult objectives. All provisions of due process in IDEA remain in place throughout the transition process. .
             Young adults who remain in school past the typical graduation date may be able to participate in the commencement activities without receiving their diploma. They would then receive their diploma upon completion of their transition objectives. However, in many state and local agencies, the right to receive transition services from the school district is terminated once the student receives a diploma, even if she/he is under 21. This can present complications for the student, because, before receiving the diploma, all their services were provided through one centralized system-the school district. Now the young adult becomes responsible for not only identifying appropriate adult services, but also for proving their eligibility to receive those services.