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Transition services normally coordinated and designed within an outcome-oriented process that aims at promoting movement from school towards post-school life activities.
These activities are usually based on the needs, preferences and interests of the students. They include the activities needed in the following areas: related services of disabilities, instructions, experiences in the community, daily living skills acquisition when appropriate, functional vocational evaluation and the development of employment and other living objectives of adult post-school life.
The transition services are important in offering students with disabilities hope for their future. The community resources and agencies provide students with disability with adequate knowledge, and education can be tailored to the goals and strength of the students to providing the options and plans for the future life.
It is not just enough to simply be aware that students with disabilities are in need of guidance to successfully transition themselves from high school life to the next stage of young adulthood life. Bold steps need to be taken to offer guidance and prepare the teenagers for college life and their future careers, as well as independent lives. Without such guidance in place, students with disabilities, more so learning disabilities, often fail during their high school life and beyond.
All special education students regardless of the disability severity between the ages of sixteen (16) to twenty-one (21) years qualifies for transition services and must have transition components in their Individualized Education Plan (Pennsylvania Department of Education, Education Law Center, 2007).
Planning in most cases begins from the age of sixteen (16) years, or when appropriate, as early as fourteen years of age. The Individuals with Disabilities Education Act (IDEA) requires the first Individualized Education Plan to be implemented once the student reaches sixteen (16) years of
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All students must be prepared for employment once they graduate from high school or colleges and this is one of the major goals of IDEA. The preparation of a student with disability for the eventual postsecondary exposure and life experience is an exclusive process that exists within the contexts of transition training and development.
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