In this Issue:

Transition Planning for Youth with Disabilities

Dear Friends and Family Caregivers,

The transition to adulthood is an exciting and challenging time for young people.When a student has a disability, it's especially helpful to plan ahead for that transition, and Individuals with Disabilities Education Act (IDEA) requires it. In this issue, we want to help you understand what is required, so that you can participate effectively as part of the Individualized Education Program (IEP) team in creating an INDIVIDUALIZED TRANSITION PLAN (ITP) for your student.

A Quick Summary of Transition

• Transition services are intended to prepare students to move from the world of school to the world of adulthood. For some students, the goal is full independence, while for others, the goal may be maximum participation in everyday life. Either way, students need help to get ready for life outside of school based services.

• IDEA requires that transition planning start NO LATER THAN age 16, but may be started earlier as appropriate for that student.

• The IEP team develops the transition plan and considers areas such as college or job training,

• employment, independent living, and community participation.

• Transition services must be a coordinated set of activities that work with each other to produce real results.

• Transition services are based on the student's needs and must take into account his or her preferences and interests. Students do not get fit into an existing program automatically, the program is developed based on the strengths and goals of the student.

How does the team KNOW what appropriate transition and goals are?

Just like any other part of an IEP process, everything starts with appropriate assessment. This can include informal or formal interviews with the student, reviews of current academic and IEP goal progress, talking with parents and others who know the student well, and vocational assessment done by the school district, a specialized provider or by the Department of Rehabilitation.

The student needs to participate as much as possible. If the student does not want to attend meetings, use other ways of helping the team know what the student's hopes, dreams and passions are. Some families use recordings, dictated narrations, photos or video tapes to play at the meeting. Your job is to help the team understand your student and family well enough to create an appropriate plan.

When is the School District no longer responsible for transition planning?

Transition planning is a required part of the IEP, starting by age 16 until age 22, OR termination of the IEP (such as when student receives a high school diploma) whichever occurs first. If NOT on a diploma track, and even if receiving a Certificate of Completion or other document, the District must continue to assist the student in preparing for adulthood and support the student until 22^nd birthday.

When does the student "take over" their rights and how do we get them prepared?

One year before the student is a legal adult (18 in California), the District must send parent and student an AGE OF MAJORITY notice so that you can help prepare student to take on all decision making, including education planning. If this is not possible, Consider whether the student will need someone else to act for them and begin that process before age 18 so that you can continue to make important decisions without any interruption.

How do we know what adult services our student might need and how do we bring them into transition planning?

Many adult service agencies such as Regional Centers, Dept. of Rehabilitation, County Mental Health, and Adult Medical Providers can be invited into the process. Some students need to submit an adult application for SSI. The California Transition to Adult Living Guide has a comprehensive list, and contact information.If a student will need a service in order to meet their transition goals, the IEP team needs to consider how to provide it and make sure it gets done.

What documents must the District provide when my student exits the School District?

When a student graduates from high school with a regular education diploma or turns 22, the school district must provide a special Summary of Performance (SOP) form summarizing the student's academicachievement and functional performance. The SOP must also include recommendations on how to assist the student in meeting their post-secondary goals. The SOP is a useful tool for the student in documenting the disability and providing information about accommodations the student may need to be successful after high school.

Conclusion

Congress laid out as its first goal in writing IDEA "our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities" [20 U.S.C. 1400(c)(1)]. Preparing children with disabilities to "lead productive and independent adult lives, to the maximum extent possible," is one of IDEA's stated objectives. [20 U.S.C. 1400(c)(5)(A)(ii)]. Transition planning is the final step in achieving these goals. Your participation is important and makes a real difference!

UPCOMING DREDF WORKSHOPS
REGISTRATION IS REQUIRED. SPACE IS LIMITED.

Understanding the Special Education Process: IEP Basics & Beyond
FREE: An overview of the special education process, Section 504, and IDEA laws.
Date: Second Monday of the month (not July or August)
Next Offered: October 10, 2011
Time: 6:00 – 8:30 pm (Pizza and drinks included!)
Where: DREDF, Ed Roberts Campus, 3075 Adeline St, Berkeley, CA 94703 at Ashby BART
Classroom: The Bernard Osher Foundation Education Center, First Floor

To Register: Contact Becky Lyons at (510) 644-2555 X5227 or blyons@dredf.org

© 2011

Advocacy Tip of the Month:

Developing an understanding of the disability and learning self advocacy skills is important, and should always be included in transition goals in the IEP.

Acronyms:
ITP – Individualized Transition Plan
IDEA – Individuals with Disabilities Education Act
IEP – Individualized Education Program
PTI – Parent Training and Information Center
SOP – Summary of Performance
SSI – Social Security Income

Related Links:

• DREDF Special Education Training Materials
  including Sample Letter to request Special Education Evaluation
• List of Special Education Directors / Alameda, Contra Costa, Yolo
• Parent Training & Information (PTI) Center Directory
• Special Education Publications / PACER Center
• Special Education Publications / DRC http
• Wrightslaw
• Transition to Adult Living: An Information and Resource Guide
• National Dissemination Center for Children with Disabilities:
  Transition goals in the IEP
• National Secondary Transition Technical Assistance Center (NSTTAC)
  See especially information on Indicator 13, which lays out requirements Districts must meet to be in compliance with Transition requirements under IDEA

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