SPED Transition Bill of Rights

New from the Connecticut State Department of Education Bureau of Special Education outlining the “Transition Bill of Rights” for Students with IEPs.

Transition Bill of Rights

This is a very handy document that outlines the important aspects of transition planning and helps families to be aware of what they should be thinking of as they enter the transition years. In my viewpoint, there are a couple of items of particular importance for transition planning in this document:

#5 – Develop realistic and specific post-school outcome goal statements (PSOGS) that are measurable…. (emphasis added).

This is an area that most families don’t pay too much attention to,  because they are trying to get the appropriate educational services implemented and they are not really thinking too much about transition to “adult life,” but these goals are very important to help determine the future programming for your student and for the “transition-only services” mentioned in item #10.

#10 – Request consideration for receiving transition-only services between the ages of 18 and 21, if all transition goals and objectives have not been met during the previous years in high school. (emphasis added).

This is an important item to be aware of because the “transition-only” services are not an entitlement, but a “consideration” for students once they reach the end of the regular high school years. The only way a student will receive transition-only services is if “transition goals and objectives have not been met during their previous years in high school.” Writing and documenting the transition goals and objective requires careful planning, making sure that the goals encompass all the needs of the student for successful transition to adult life.


Legal Definition of Transition Services

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It’s important for families to know the laws that govern the part of the process that they are facing. When you are preparing for (or are in) the Transition Years, you need to know how Congress and the IDEA define “Transition Services”

Congress also made significant changes in the legal definition of “transition services” in IDEA 2004.

– The term `transition services’ means a coordinated set of activities for a child with a disability that-

(34) Transition Services – The term `transition services’ means a coordinated set of activities for a child with a disability that-

(A) is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

(B) is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests;

(C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. (See “Definitions” in Section 1401, Wrightslaw: Special Education Law, 2nd Edition, page 56)

Reference: http://www.wrightslaw.com/info/trans.index.htm