Question:

There is still much discussion and various interpretations regarding transition requirements in my school district.  Would you please clarify how transition services requirements under the 1997 Amendments to the IDEA differ for students 14 and those age 16?  What areas MUST I address re each age level?

Resource Specialist Teacher

Answer:

There are a variety of resources that provide information regarding transition and its requirements.  For all legal purposes, the following statements should serve to answer your questions.

The statutes and federal regulations of IDEA require that beginning at age 14 (and younger if appropriate), a statement of the transition service needs of the student under the applicable components of the student's IEP must be included.  The required areas must address the student's courses of study (instruction) that may include participation in advanced placement courses or vocational education programs, e.g., Regional Occupational Programs (ROP).

Beginning at age 16 (or younger, if determined appropriate by the IEP team), a statement of needed transition services must be included in his/her IEP.  If appropriate, a statement of interagency responsibilities or any needed linkages must also be included.  In determining needed transition services, the IEP team must address, at a minimum, the following four components:

• Instruction;
  
  
• Related Services;
  
  
• Community Services;
  
  
• Development of Employment and other Post-School Objectives; and when appropriate, daily living skills and functional vocational evaluation.

All activities in the above areas should be coordinated and based on the student's needs and should also consider the student's preferences and interests.  For more information and best practices, see Transition Services Language Survival Guide for California listed in the resource section.

Topics of Interest:

Middle School and Transition

With the advent of transition requirements ( I.D.E.A.) beginning  at the age of 14 and even younger, students'  in special education are expected to have transition language in their IEPs.  Many special education teachers and administrators are at a loss as to what this would look like.  Within the past two years, various articles have surfaced in an attempt to address this issue.  These articles explore the need for special education students to  apply basic skills within natural environments.  A variety of wonderful suggestions and strategies are offered to those looking for new ways of delivering transition services within a middle school setting.  Below are resources for those educators interested in middle school transition curriculum.

http://www.score.k12.ca.us  
Schools of California Online Resources for Education - SCORE  

www.ici.coled.umn.edu/all/students.html
School-to-Work site designed by students for other students; offers links to other sites.

http://www.nwrel.org/ecc/index.html
This site offers examples of how to connect academic and career outcomes for students.         

http://ericeece.org/listserv/middle-l.html 
MIDDLE-L is an excellent discussion list for anyone interested in sharing ideas, resources, problems, and solutions related to middle school education.  It is operated by ERIC Clearinghouse on Elementary and Early Childhood Education (ERIC/EECE) at the University of Illinois. 

Additional Transition Websites

Beakley & Yoder(1998),  Middle Schoolers Learn Community Skills. The Council for Exceptional Children, Teaching Exceptional Children, 30 (3),             

Individuals with Disabilities Education Act (IDEA), Amendments of 1997 P.L. 105-17, Revised Transition Services Language Survival Guide for California, September 1998; revised by Muffin Kent and Bob Stodden, prepared for the California Department of Education, Special Education Division by Sonoma State University. 

National Career Development Guidelines, NOICC Training Support Center, 1500 West Seventh Avenue, Stillwater, OK  74074-4364.  This source includes self-awareness, educational and occupational exploration and career planning for kindergarten through high school.

Wehman, P., Kregel, J, 1997, Functional Curriculum for Elementary, Middle, and Secondary Age Students with Special Needs;  Pro-ed, Austin, TX  78757-6897; 800/897-3202.

Young Person's Occupational Outlook Handbook (1996).  Based on the U.S. Department of Labor's Occupational Outlook Handbook.  Published by JIST Works, Inc.