Guest Author - Diane Miller

In 2004, Congress re-authorized and expanded the laws the govern special education. During that re-authorization, they recognized a need for expansion in the portion of the law dealing specifically with the transition from school to post school activities.

Although the laws that govern special education already addressed transition, research found that the majority of our schools failed to comply with IDEA in those areas. Those failures resulted in a high number of students being sent away from high school lacking proper skills, direction and no source for future help.

In response the Federal Government re-authorized the laws in 2004, expanding them to include more detail regarding the purpose and provisions of transition services for students receiving special education services.

The laws listed in the IDEA are specific in providing additional services, not only to ensure a student’s academic success, but functional achievement that promotes a successful post high school outcome. In short, schools must provide access to instruction in all skills needed to prepare students to successfully participate in society, in spite of their disability.

In order for schools to be in compliance, this plan must be in place within the IEP no later than the child’s 16th birthday. This means that in order to provide an effective transition program that meets legal requirements, planning should start prior to the school year in which the student will turn 16.

The law states that these plans should be based on the student’s individual needs, strengths, preferences and interests. They should address postsecondary goals in all aspects of adult life. Information should be collected from the student to determine what postsecondary goals he has for himself in all areas including education, training, employment, and even independent living. After gathering that information, the school must then determine what skills will be required, and develop a written plan that provides instruction in those areas.

Once the needs of the student have been evaluated and a plan of action developed, measurable goals should be put in place within the IEP to monitor progress. These goals should be re-evalutated annually and changed as needed to ensure achievement towards the student’s final transition from post- secondary education.

If your child is receiving special education services and has reached his 16th birthday, review his current IEP. Make sure that it includes a section that addresses transition. It should be specific in addressing all of his postsecondary needs, with goals that can be easily measured to determine progress. Finally, if he is not on track towards meeting those goals, that plan must be re-evaluated for additional services as soon as possible, in order to provide him a successful transition.

Special education does work, but, like anything, it is only as strong as it’s weakest link. We must enlist all aspects of the program in order for it to perform at it’s fullest potential. With more knowledge and understanding, we can provide a successful post high school transition for all students.

For more information on IEP's: