INTRODUCTION TO TRANSITION
Transition Defined In general terms, transition refers to the “bridge” between school and adult life for students. This is the process of preparing students for life after high school and includes planning for postsecondary education or training, employment, and community living.
In legal terms, transition is defined in federal law under the Individuals with Disabilities Education Act (IDEA). First enacted in 1975 and re-authorized in 1997 and 2004, IDEA addresses the educational requirements for students with disabilities. Transition services are also defined in the Nebraska Department of Education’s Rule 51, Regulations and Standards for Special Education Programs. Specifically, transition services are defined as follows: The term “transition services” means a coordinated set of activities for a child* with a disability that – (A) 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 post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (B) is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and
(C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation.
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. *Note: Language in IDEA refers frequently refers to the student as “child”. It is recognized that the term “student” is more appropriate to those involved in transition services.
2-07
Transition Requirements for the IEP
IDEA and Rule 51 describe what the Individual Education Program (IEP) must include to meet the transition requirements, stating that:
Beginning not later than the first IEP to be in effect when the child is 16 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.
IDEA goes further to state that: Beginning not later than 1 year before the child reaches the age of majority under State law, a statement that the child has been informed of the child’s rights under this title, if any, that will transfer to the child on reaching the age of majority… However, in Nebraska, rights regarding educational services do not change at the age of majority.
Changes in the Law
On December 3, 2004, H.R. 1350 (IDEA 2004) was signed into law. The official regulations for IDEA were published in the Federal Register on August 14, 2006. The following document, developed by the National Center on Secondary Education and Transition, is a useful tool in identifying the major differences related to transition between IDEA 1997 and IDEA 2004. Further information regarding IDEA 2004 may be found at the U.S. Department of Education’s website, www.ed.gov.
Subsequent changes to Rule 51 to reflect the new IDEA requirements became effective May 13, 2006. Copies of Rule 51 may be obtained by contacting the Nebraska Department of Education at (402) 471-2471 or by visiting the website at http://www.nde.state.ne.us.
Two important changes involve Measurable Postsecondary Goals and Summary of Performance. These are discussed in greater detail within this guide.
2-07