2.  Transition: is the successful
movement from schools to
productive adult life. An
effective transition process is
based on individual needs
and consists of coordinated
activities in the following
domains:

3. • Education is the process of
obtaining and developing
knowledge and
skills, specifically through
formal experiences. Education
participation refers to the
ability to access and engage in
appropriate
programs, andor courses, for
life-long learning.

4. • Career is a person’s
progress in any
trade, profession or
occupation. Career
participation refers to the
ability to achieve a
satisfactory level of suitable
and meaningful work that
will provide income and/or
personal satisfaction.

5. • Community / Independent
Living are the places where
people live, work and
interact. Community
participation refers to the
ability to access resources
including
people, places, services and
activities and contributing to
the maximum extent possible.

6. Communication and interaction skills are
the processes of giving and receiving
information used effectively in appropriate
settings.
• Social Interaction is the ability to
competently relate to others, exchange
information and accomplish tasks.
• Recreation and Leisure activities are the
ways people spend their free time.
Recreation and leisure participation refers
to the ability to access and participate in
activities related to sports, hobbies, special
interests and/or relaxation activities.

7. TRANSITION PLANNING BEGINS:
 Good transition planning can start
at any age. It is recommended that
transition planning begin no later
than eighth grade. Some school
systems are beginning to use
transition planning starting at the
elementary level.

8. THE TRANSITION CONCEPT:
The concept of transition is simple and generally has
three major components:
1.Coach every student, along with his or her
family, to think about goals for life after high
school and to develop a long-range plan to get
there.
2. Design a high school experience to ensure that
the student gains the skills and competencies
needed to
achieve his or her desired post-school goals.
3. Identify and link students and families to any
needed post-school services, supports or programs
before the student exits the school system.

9.  A transition plan is developed for each individual
student, as a part of the IEP process, that includes
annual goals and short-term objectives that focus
on skills required for the student to meet identified
post-school outcomes.
• The plan includes instruction in living, career and
social skills.
• The plan is ongoing, started no later than age 14
and updated yearly.
• Adult service providers are involved long before
the student graduates. The plan encourages the
coordinated efforts of all appropriate agencies.
• The plan specifies who is responsible for each
aspect of the process, including referral to
appropriate agencies, work experience, on-the-job
training and follow-up.

10.  Transition is nothing magical.
 It is answering the right questions that are
individualized for each student. Identified
outcomes for students leaving the school
system and entering adult life guide the
process.