Transition Planning
Transition planning is described as an outcome-oriented process
designed to help you and the student prepare for the shift from
school to adult life. Maine State Education Regulations (MSER)
states that the process must begin when the student reaches the
age of 14, or earlier if it is deemed appropriate. The law encourages
schools and families to begin this process early, so that the
student's course of study and Individual Educational Program (IEP)
goals relate directly to their long term goals for life after
high school.
You will note that the definition of Transition emphasizes the
word process. Addressing Transition as a process is a shift in
focus that will require you, the student and other members of
the Pupil Evaluation Team (PET) to address some new questions
related to long term goals. Where will the student be living?
What kind of job will they have? Will they be attending a postsecondary
school or program? What supports will they need? Answers to questions
such as these will help guide the PET in the development of the
Transition Statement and any related Transition planning goals.
The Transition statement and goals will then become part of the
student's IEP.
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It is
important to remember that transition planning is a process
and not a onetime event or a specific program |
| “The term “transition
services” means a coordinated set of activities
for a student with a disability, designed within an
outcome-oriented process, which promotes movement from
school to post-school activities, including postsecondary
education, vocational training, integrated employment
(including supported employment, continuing and adult
education, adult services, independent living, or community
participation. The coordinated set of activities shall
be based on the individual student’s needs, taking
into account the student’s preferences and interests,
and shall include, but not be limited to, special education
services, instruction, supportive services, community
experiences, the development of employment and other
post-school adult living objectives, and if appropriate,
acquisition of daily living skills and functional vocational
evaluation.” (MSER, Chapter 101, Section 2.31,
p. 9) |
|
As this definition suggests, transition planning is not limited
to vocational planning. Transition places a lot of emphasis on
career planning and preparation (a content area within Maine's
Learning Results), but the intent of the law is to assist a young
person to prepare for all facets of adult life.
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Federal
regulations and information collected on "Best Practices"
related to transition suggest that these planning areas
include:
- Postsecondary education
- Vocational training
- Integrated employment (including supported
employment)
- Continuing and adult education
- Adult services
- Independent living
- Community participation (including
leisure, recreation and transportation)
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