State Support Team Region 9 Serving Schools in Holmes, Stark, and Wayne Counties
2100 38th Street NW  Canton, OH    44709   ~   330-492-8136  ~  1-800-733-7732   ~   Fax: 330-493-9135


Transition Plan Participation

A transition plan included in the student's Individual Transition Plan (ITP) states in a student's individualized Education Program (IEP) describes services, supports, and activities will be provided to students to help them reach their career goals.

The law makes it clear that the student is the most important member of the team.  In fact, according to the IDEA regulations at 300.344, the student must be invited to participate in the IEP meeting whenever the purpose of the meeting is related to transition and includes measurable postsecondary goals (that is, any IEP meeting after reaching age 14).  If the student does not attend the meeting, then IDEA regulations expect schools to take other steps to ensure the student's preferences and interests are considered.

Before the IEP meeting, students should be coached and taught the skills they will need to participate in or lead their IEP transition meetings.  With support and direct instruction, students can become aware of their strengths and needs, learn to advocate for themselves, and learn to set and evaluate goals.

When the purpose of the IEP includes developing a transition plan, families must be advised of this purpose.  Prior to the meeting, many schools send families materials to help them think about their child's future.  At the meeting, the staff asks family members to describe their vision for their child's future.  The IEP team uses the family's knowledge of the student in planning and identifying resources the family can use during the transition process.  Effective transition planning adopts an approach that is sensitive to the culture and context of the family, thus empowering the family for its role in guiding their adult child with a disability.

Transition planning should help students and families connect with the adult service system.  Adult service organizations that may provide or pay for transition services are required to be invited to participate in the development of the IEP transition plan.  If they are unable to attend, then the school must find alternative ways of involving them in planning any transition services that they might pay for or provide.  Each transition activity should include someone who consents to monitor the provision of that service as outlined in the IEP.