Terms and Concepts Around Special Education Transition Planning

This is the focus of IDEA Part B, which supports children ages 3-21. A free and appropriate public education is guaranteed to all students, including those with disabilities within that age range. This means that families may not be charged for any of the assessments or services that a student needs to have access to the general education curriculum. This includes special education transition planning that starts when a student turns 16. FAPE does not apply to Early Intervention services under IDEA Part C, which supports children from birth through age 3.

IDEA is the federal law that makes free and appropriate public education (FAPE) available to students with disabilities under Part B (ages 3-21). It also authorizes the grants to states and jurisdictions to fund these services. IDEA Part B supports children 3-21, and Part C supports children birth-3 through Early Intervention programs. 

Schools determine if a student qualifies for special education through a team-based process that looks to see if a child meets the requirements set under IDEA. The student must have a disability that fits one of the special education eligibility categories. Secondly, the disability must affect their ability to learn and participate in the general education curriculum in a way that requires specially designed instruction to make progress. A doctor cannot “prescribe” an IEP. Medical providers can recommend that a parent request an evaluation is performed by the school. In some states or jurisdictions, certain eligibility categories require a medical statement of disability. 

After a student qualifies for special education, their team will create an IEP or Individual Education Plan. The IEP is a written plan that describes the individual learning needs of a student with disabilities and the specially-designed instruction, services, supports, aids, and accommodations or modifications that will be provided to that student. The IEP will also include the student’s current abilities (present levels) in school, their yearly learning goals (measurable annual goals), and a way to track their progress. It also considers any special needs (special factors) the student may have and, once they turn 16, a plan for what they will do after high school. Parental and student concerns should always be documented and addressed within the IEP. IEP planning should be a student-centered process. Any staff member working with a student should have access to the relevant parts of the IEP. A family can request additional copies of their IEP to be sent to them. Health care needs and pediatric to adult health care transition can be included in the IEP for students. 

The group of people that create the annual IEP for each student. This team consists of the parent or guardian, at least one general education teacher, a special education teacher, a representative of the local education agency (such as a counselor or administrator), and an individual who can interpret assessment results (such as a school psychologist). Students should always be invited to their IEP meetings. Once they turn 16, their attendance is particularly important as the meetings will begin to focus on their plans for life after high school. Teams may also have related service providers (such as the child’s pediatrician and/or primary care provider, school nurse, speech language pathologist, or occupational therapist) if the student needs these services. Transition service representatives from outside agencies may be invited with family consent. Families may invite other individuals (such as outside therapists, agency representatives, or advocates) as they wish. 

The IEP team must meet at least once a year to review the IEP to determine whether the annual goals are being achieved. However, parents may request an IEP meeting at any time. During the meeting, the student’s progress is discussed, and changes to the IEP are considered to ensure that progress continues. If the parent and district agree, changes to the IEP can be made without holding a formal meeting. 

A Transition Plan is a specific component of the IEP that is required by age 16 but can be added any time the student and IEP team are ready to discuss future goals and incorporate them into the student’s program. This plan includes goals and progress monitoring that consider life after high school. The plan can also include discussion of any health care-related transition services.

Also known as a nursing plan or care plan. This plan is created by the school nurse (with family and outside provider input) for the daily care a student with health needs may have at school. An individual health plan is available to any child who needs care at school. Some schools may require doctor’s orders to create a plan. Not all students with an IEP will have a health plan, and not all students with a health plan will have an IEP. These are two distinct documents for a student. However, when a student has both an IHP and an IEP, the documents should reference each other. The IHP can incorporate health care transition skills to support the student in gaining independence. Unlike the IEP, an IHP has no legal enforcement under federal or state law. 

Also known as daily living skills, these are the skills that a student will need to manage their day-to-day tasks. These will vary for each student, but should include health care, personal care, transportation, communication and self-determination skills, and financial literacy. These should always be considered in a post-secondary transition plan but may not be required for each student. 

These are the written statements, included in the student’s IEP, for what a student is expected to learn over the next year. The goals must be measurable and individualized for the student. They may be academic or functional goals. Academic goals should be tied to state or jurisdiction standards where applicable. Functional goals are skills a student may need for everyday living and independence (including skills around health care). 

These are the goals for the student’s achievement after they exit from a special education program. They should be based on age-appropriate transition assessments as well as the students' preferences, interests, needs and strengths. They must address training, education, and employment. Independent living skills (including health care) must be addressed when determined appropriate by the IEP team. 

Within the IEP, the course of study is the list of classes a student will take to support their post-secondary goals. This should include the required classes for graduation (when appropriate), classes needed as pre-requisites for post-secondary education, career and technical classes, and other electives that will support the student’s goals. 

Post-school activities refer to activities that a student will pursue after finishing high school. This includes post-secondary education, continuing and adult education, technical training, employment, adult services, independent living (including health care), recreation, and community participation. 

The next level of education after high school, such as college/university coursework or technical training. While support is often available for these options, they are not typically part of the free and appropriate public education guaranteed under IDEA. 

Pre-ETS are provided through Vocational Rehabilitation and serve students aged 15-21 who are in high school or enrolled in training or education after high school. Students must have an Individual Educational Plan (IEP) or 504 Plan (see description below) to demonstrate a condition that interferes with preparing for, getting, or keeping a job. Pre-ETS include career exploration counseling, work readiness training, community-based work experiences, and self-determination training.

Related services refer to special help given to a student with a disability in addition to classroom teaching. Related services help a student benefit from instruction. Examples of related services include nursing services, transportation, career counseling, rehabilitation counseling, occupational therapy, and physical therapy. These are decided by the IEP team and are documented within a student’s IEP. 

Planning for and progressing through the change from high school to adult life.

In some states, special education is named "Exceptional Student Services" or “Exceptional Children Services”

The school must provide students receiving special education services with a Summary of Performance. This summary of a student's performance should include academic and functional performance levels, as well as recommendations on how to assist the youth in meeting their post-secondary goals, including post-secondary education, training, employment/career and independent living. The SOP is completed for a child whose eligibility for special education services has ended due to graduation or aging out of eligibility. 

At the age of majority (usually 18 years), the student gains all the legal rights and responsibilities of an adult. At this time, the educational decision-making rights of parents transfer to the young adult. The family should be informed of this transfer starting at least one year before the transfer of rights occurs. Around ages 12-14, some medical clinics will begin requiring the youth to give permission for a parent or guardian to have access to their medical charts.

Within the IEP, transition is the process of getting ready to move from school to adult life. This is a long-term process that must be documented formally in the IEP by the year the student turns 16 but usually begins before that time. 

A set of coordinated activities and services, based on a student's needs, strengths, preferences, and interests, to support the student’s move from school to post-secondary activities. If appropriate, services include acquisition of daily living skills (including health care) and provision of a functional vocational evaluation.

This state agency helps people with disabilities find and maintain employment and enhance their independence. Beginning at age 15, VR Transition Youth Services focus on helping students make a seamless transition from school to post-secondary training, education and employment. See Pre-ETS.

A shortened name for a plan created based on Section 504 of the Rehabilitation Act of 1973, which is a federal civil rights law that prohibits discrimination against individuals with disabilities in programs and activities that receive federal funding. Unlike the IEP, which provides specially designed instruction under IDEA, a Section 504 plan ensures access to education by requiring schools to provide accommodations and remove barriers. Students can qualify for a Section 504 plan if they have physical or mental impairment that substantially limits one or more major life activities. The student may either have a record of the impairment or be regarded as having an impairment. A clinician can diagnose a condition and use that diagnosis to request services or accommodations under Section 504 of the Rehabilitation Act. A Section 504 plan will list the accommodations a student needs to be able to access the general education environment and curriculum. A Section 504 plan does not require any transition planning.