Late March 2018
Transition services are required for students who are receiving specialized services under IEPs, starting no later than age 14. Unfortunately, Transition is often thought to be satisfied by a check off form with little true instruction. Effective and timely instruction during Transition is necessary for the future success of students who are Deaf or hard of hearing.
For more than 45 years, researchers have demonstrated how transition from school to postschool environments can be affected. The keys to success in transition are not many, and they are not complex. Nonetheless, few schools “do” transition successfully. The National Deaf Center has links to Postsecondary Outcomes of persons who are deaf or hard of hearing in each state. Nationally, only 48% of persons who are deaf or hard of hearing are employed and employment rates increase with education and training. Good Teen Transition services mean better readiness for post-secondary success. How did students in your state do in postsecondary achievement?
Transition services means a coordinated set of activities that are outcome oriented, based on the student’s individual needs and preferences, to prepare them to face life as an adult. In 2007, the Office of Special Education Programs required states to develop a comprehensive state plan on 20 specific indicators; Indicator 13 dealt with Transition. The questions that the IEP team should ask of each student’s education program at Transition are:
1. Are there appropriate measurable postsecondary goals in the areas of training, education, employment, and, where appropriate, independent living skills?
2. Are the postsecondary goals updated annually?
3. Is there evidence that the measurable postsecondary goals were based on age appropriate transition assessment(s)?
4. Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goals?
5. Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goals?
6. Is (are) there annual IEP goal(s) related to the student’s transition service needs?
7. Is there evidence that the student was invited to the IEP team meeting where transition services were discussed?
8. If appropriate, is there evidence that a representative of any participating agency was invited to the IEP team meeting?
From the National Deaf Center, a 2-page transition guide specifies Essential Transition Questions: