This webpage provides detailed information about the transition from high school to adulthood and includes specifics about what is required under the Individuals with Disabilities Education Act including a summary of transition, definitions of transition services, what should be included in the IEP, and more.
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La vida está llena de transiciones, y una de las más notables ocurre cuando los estudiantes se preparan para salir de la escuela secundaria y entrar al mundo como adultos jóvenes. Cuando el estudiante tiene una discapacidad, la planificación para el futuro es especialmente importante. De hecho, la ley IDEA lo requiere.
This highly rated resource focuses on the age of majority- the age when children legally become adults. This is when they gain the rights of adults, which include the right to vote, marry, apply for a credit card, make medical and financial decisions for themselves, sign contracts, live independently, and much more. Tips, resources, and helpful connections are provided.
La Mayoría de Edad, es la edad cuando los adolescentes se convierten legalmente en adultos. A partir de este momento adquieren los derechos de los adultos, que incluyen el derecho a votar, casarse, solicitar una tarjeta de crédito, tomar decisiones médicas y financieras por sí mismos, firmar contratos, vivir de forma independiente y muchos más. En casi todo los estados de los EEUU la mayoría de edad es a los 18 años.
This resource collection is focused on options to be considered as students transition from school to adulthood, including postsecondary education at a college, university, or community college; vocation education to learn a trade or specific job skill; or continuing and adult education. Information on how to get started and who can help is included.
A RAISE Center Resource Collection with links to a listing of employment related resources for youth in transition and their families.
These recommendations are based on a comprehensive review of laws, policies, and best practices related to transition as well as extensive interviews with experts. Topics include school and adult agency collaboration, work experiences, community activities, qualified personnel, and education for families.
This "Families Matter" video from the National Center on Deaf-Blindness introduces Jake and his family. They share experiences throughout Jake's life related to communication, literacy, movement, transition, empowerment, and teaming. An important theme of the story is how experiences throughout life are preparation for transition to adulthood.
This tool helps students who are deaf-blind, parents, and professionals determine essential transition activities related to assessment, programming, and team collaboration. Activities are categorized by 4 age groups: prior to age 14, 14 through 17, 18 through 21, and 22 through 26. The completed tool should be used to generate a plan of action and develop goals and objectives for IEPs and transition plans.
This resource provides a vignette and highlights strategies for the critical transition students increasingly are making from a self-contained, special classrooms to inclusive educational environments.
This resource describes characteristics associated with White dominant culture as compared to those rooted in an intentional equity mindset. This resource can be used to assess the cultural norms that currently exist and to think about what changes are needed to create authentic opportunities for partnership that can improve learning conditions and outcomes for historically marginalized populations.
Transition education and services should be grounded in quality research. NTACT:C has identified evidence-based and research-based practices that lead to the most successful outcomes. Practitioners can use Practice Descriptions and Lesson Plans to support transition-focused instruction.
A series of resources on a systems approach to justice, equity, and inclusion initiatives targeting specific marginalized students with disabilities.
Transition services are mandated and expected to be provided by multiple agencies. This resource is a conversation starter for understanding roles and responsibilities in serving students and young adults as they strive toward successful outcomes.
This resource and the associated process is based on a vision and expectation that each student can actively participate, belong, contribute, and learn in the school and larger community throughout their entire school experience. With a focus on each and every child as a general education student, even if they qualify for special education services, this resource allows for educational teams, inclusive of families, to support access and progress within the general education curriculum and on the student’s IEP goals. This planning and collaboration ultimately enhances post-school outcomes and capitalizes on the contributions of each student within their schools and communities.