Introduction to Transition Planning
For students with disabilities, educators have the opportunity each year to engage the student and family in planning for the student's future. This opportunity is built into the IEP process as Step 1 Future Planning. Conversations and discussions about the future should be ongoing and occur outside of the context of a formal meeting. The IEP form is merely a place to document the thoughts, ideas, plans, visions, and processes that are discussed and identified for transition to adult life.
Educators and other school or agency personnel working with the student might change from year to year; however, student and family are the constant members of the IEP Team. As such, they bring the continuity of information about the student's preferences, interests, needs, and strengths. Students and families must be empowered to "own" their plans for the future, thereby facilitating seamless transitions from year to year and, eventually, to life as an adult.
Future Planning is always student centered and directed. Use the Step 3 Student Profile to describe the student as an individual including the student's preferences, interests, needs, and strengths. As the student moves from grade to grade getting closer to graduation, the plans for the future should become more specific to adult environments. By age 14, the student and his or her family will be ready to begin making informed decisions about high school courses for study and services needed for success in the transition to high school and beyond.
When Future Planning is an ongoing discussion throughout the years, the student, family and all members of the IEP Team should be confident that the Measurable Post Secondary Goals developed by age 16 are both realizable and visionary.