About Transition Services for Students
Quality
transition planning promotes the ability in students to advocate for
themselves, develop their own Individualized Education Program (IEP), and be aware of and able to apply
the laws that mandate access and accommodations after they leave
school, such as the Americans with Disabilities Act (ADA)and Section
504 of the Rehabilitation Act.
The successful
transition of students with disabilities is the responsibility of all
members of the transition planning team and requires considerable
collaboration among team members. The roles and responsibilities of team
members include the following:
- Parents
must advocate for their children within the educational system and
the agency structure, believe in them, and play the role of educator
in the home environment.
- Students
must accept the responsibility to be engaged, responsible
individuals who attend school regularly, participate in setting goals
for the future, and identify how those goals will be achieved.
- Educators
must accept the responsibility to immerse youth in the learning
process with a standards-based, contextual learning approach to
teaching that includes school-and-work-based learning experiences.
- Agency
personnel must treat each student as an individual and be committed
to meeting each student's needs by determining what services the
agency might provide and coordinate.
If everyone on
the IEP team accepts these transition planning responsibilities,
collaborates effectively, and follows through on the agreed-upon
transition services, students with disabilities will have a greater
chance of leaving school fully prepared and enthusiastic about their
futures.