Expect, Empower, Engage Resource Database

This self-paced module defines and discusses the purpose of interagency collaboration and addresses the importance of partnering with agencies to improve outcomes for students with disabilities who are transitioning from high school.

In this video, Billy Pickens explains how his teacher’s high expectations for him were not always welcome in high school, but as an adult who is deaf-blind he now appreciates how important it was for his future. To help facilitate reflection and discussion using this video, this resource includes a discussion guide or quick guide. The quick guide can be used to facilitate brief discussions (15 minutes) while the discussion guide can support longer and more in-depth discussions.

This tip sheet, which is part of our IEP Tip Sheet Series, introduces transition services. Beginning not later than the first IEP where the child turns 16 (or 14 in some states), IEP teams will need to develop a transition plan that includes transition services and measurable postsecondary goals [IDEA, Sec. 300.320(b)]. This tip sheet includes a brief summary of federal regulations, tips for implementation, and additional resources. Check with your state for additional requirements.

This frequently-asked questions document, with an accompanying appendix, addresses the dual enrollment of students with disabilities in secondary school and postsecondary education institutions, including comprehensive transition and postsecondary education programs for students with intellectual disabilities.

The employment of individuals with disabilities benefits our communities and our nation as they maximize their skills and talents and contribute fully to our economy. RSA, in partnership with the U.S. Department of Labor’s Office of Disability Employment Policy and the U.S. Department of Health and Human Services’ Administration for Community Living and Substance Abuse and Mental Health Services Administration, published this framework, to present a joint Federal vision for community engagement by individuals with disabilities, including students and youth with disabilities. Community engagement, supported by a variety of service systems, enables individuals with disabilities to expand skills and experience so that they may secure high-quality and personally satisfying careers and jobs and the benefits of employment. In addition to explaining what community engagement means and its benefits, this paper contains information about the wide variety of services, that when provided together, expand opportunities for youth and adults with disabilities to achieve competitive integrated employment.

This guide provides tools and reflection questions for families and youth as they begin and continue to engage in the transition process. Reflection questions in this tool are categorized into six domains and six life stages ranging from infancy to adulthood and aging. 

This online module focuses on the transition process from high school to post-secondary settings. Key topics include individualized education program planning, engaging students in the process so as to become better advocates for their own needs, and the importance of outside agencies such as vocational rehabilitation.

This policy overview of the IEP process provides recommendations for families to partner with their schools to support their children through the transition process, including strategizing around transition planning

This online module focuses on the process of developing high-quality IEPs for students with disabilities. Key topics include the requirements for IEPs as outlines in IDEA, the implications of the Endrew F. v. Douglas County School District Supreme Court ruling, and how to effectively plan IEP goals focusing on post-secondary transition.

This guide provides a policy overview of Vocational Rehabilitation (VR) services, and highlights eligibility requirements as mandated by IDEA and WIOA to participate in VR services.