Special Education, Transition from School to Young Adulthood

Transition, Special Education, and the Law

In 1990, the Individuals with Disabilities Education Act (IDEA) defined transition services as follows:

Furthermore, the IDEA stipulated that the coordinated activities should be based on the individual student's needs, preferences, and interests; include instruction, community experiences, plans for employment, and other postschool objectives; and, if appropriate, address daily living skills and functional evaluation.

The earlier transition planning occurs, the better the outcomes. This is reflected in the change of policy whereby IDEA Amendments of 1997 lowered the transition-planning age for students from 16 to 14, with transition services components identified in the individualized education program for students age 16 or older. As part of the planning process, a team drawn from different parts of the student's school and community life helps the student identify skills to be learned, which transition services will be provided, when they will be provided, and who will provide them.

Outcomes of Transition Planning for America's Youth

Promising practices in transition planning are found to be associated with achieving transition outcomes such as employment, independent living, and participation in postsecondary education and in community life (Kohler, 1993). Community-based activities that allow students to learn in real-life contexts can benefit those who have difficulty generalizing learning from one setting to another. Furthermore, practices that promote self-determination skills also play a large role in the planning and provision of transition services.

The current status of transition planning varies across communities. Clearly, the changes necessary to promote seamless partnerships across adult service agencies, active involvement and partnership with families, and engaging the student in special education into the process are far from complete. While the literature shows the importance of family involvement in transition planning being associated with student success, families are too often on the sidelines (Morningstar, Turnbull, & Turnbull, 1996; Wehman, 1996).

A student's involvement in his or her own transition planning is required by law. This involvement necessitates the development of self-determination skills that are essential for managing one's own life. Students with disabilities need to be supported in order to assume increased control over, and responsibility for, transition planning and selecting and prioritizing goals for themselves (Wehmeyer, 1993).

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