Parent Workshop

Student/Parent Questionnaire for Transition Planning - download pdf
IEP Meeting Information

Transition is about planning for life!

It includes planning for academic and non-academic courses and learning experiences, employment and related training opportunities, choices about where to live in the community, and what to do for fun and socialization. One of the goals of transition is to help youth have an understanding of their disability and choices to determine their future. One of the ways transition does this is by connecting your child to teachers and other caring adults, support services, and experiences that build skills and help them reach their goals. Transition is based on family values, priorities, and culture, and is focused on an individual child’s strengths, interests, preferences, and needs.

The involvement of youth and families is important so that youth can begin to understand themselves and then identify a team of caring adults who will support their journey. A primary rite of passage for all youth is graduating from high school. The beginning of adulthood is celebrated at this time with an expectation that youth will develop an increasing independence and autonomy and move on to further education, meaningful jobs, finding their own places to live, and their own friends, companions, and life in the community.

These are tough, but exciting times! As a parent, you have survived many stages of your child’s life…the terrible twos, beginning school, those wonderful early adolescent years. You have watched your child’s development often with pride and sometimes with frustration. Graduation from high school is fast approaching, whether you are ready or not! This is where transition comes in. You have experienced many transitions, or changes, in your child’s life. This is probably the most difficult transition that the two of you have experienced thus far. Both you and your child are experiencing some strong feelings about this change.  As a parent, your advice is invaluable! You have a perspective that no one else can offer. The teachers will have valuable information to share with you, but you have a perspective that no one else can offer.

In 1990, the Federal Government passed a law called the Individuals with Disabilities Education Act (IDEA). One component of this law was the issue of transition of students from the world of school to adult life. The new IDEA 2004 law says that schools must address transition by the age of 16, or earlier if the IEP Team deems appropriate.  Tennessee Rules require transition planning begin no later than age 14 and include development of measurable post secondary goals and a course of study that will reasonably enable your child to meet his/her goals for after high school.

Transition planning includes these four components:

Employment – What does your child want to do to earn a living and become a productive member of society? How can the schools prepare the student for these goals? Are these goals realistic?

Post-secondary education and/or training – Where will my child acquire the skills to become what he/she wants? How will he/she pay for it? What agencies will assist him/her in meeting this goal?

Independent living – Is my child capable of living independently as an adult? What skills does the student need in order to live as independently as possible?

Community participation – How will my child be involved in the community? Will he/she participate in recreation, church activities, or other organizations? Can he/she get around in the community independently?

IEP Meeting Information      back to top

Parents have a right to have transition services included in their child’s IEP while in school.

The school will discuss transition planning at least at each meeting where the annual IEP is developed. The schools need you to help design these plans for your child.

Preparing for the Transition/IEP Meeting. The more you plan ahead, the better prepared you will be to participate in your child’s transition/IEP meeting!

Prepare for the Transition/IEP Meeting

Complete the student/parent questionnaire with your child (listed at top of page).
Be prepared to share this questionnaire with your child’s IEP team.

Bring suggestions to meetings on what actions you feel are needed to meet or move toward goals in the transition plan.

Make yourselves familiar with the various roles and functions of team members.

Become aware of who is responsible for what services.

Become aware of timeliness for completion of goals.

Be supportive of your child’s transition program.

Participate in and reinforce the activities in the classroom and community that will prepare and help your child succeed in the adult world.

Promote appropriate behavior.
Teach and reinforce good grooming habits.

Teach money management skills.

Parents have rights on behalf of their child.

Parents have a right to have transition services included in their child’s IEP while in school.

The parents’ right to transition services transfer to their child at the age of majority (18) unless conservatorship has been legally established.

Your child is not necessarily entitled to adult services unless he/she meets the criteria I specific program to which he/she is applying.

How You Can Help in Developing a Transition Plan

Involve your child. Your child has specific ideas for his future. Take the time to listen to these ideas.

Set realistic goals. Take your child’s ideas, abilities and interests into consideration. Help him/her set goals that are realistic.

Encourage independence. Move your child to more independent situations. This includes self-care, independent travel, money management, and decision making.
Gather information about services that are available to your child upon graduation from high school.

Find out about services available through Vocational Rehabilitation, and all other available programs. Place your child’s name on any appropriate waiting lists. Gather information about guardianship and conservatorship, when needed.
Build self-esteem.

Have confidence in your child. Expect him/her to achieve with appropriate supports. Your confidence will send a positive message to your child.

Encourage friendships with peers. Place your child in activities where he/she will spend time with youth that can be friends.

Provide real experiences. Persons with disabilities need experiences in the community. Provide the opportunity for you child to participate in activities such as recreation, church, and youth organizations.

Encourage good grooming and good work habits.

Encourage the child to learn to accept criticism. In order to function as an adult, youth need to accept criticism with grace, whether this criticism is fair or unfair.

Guardianship/Conservatorship and the Age of Majority

Beginning at least one year before the age of majority, the IEP process must include a statement that the student and his or her parents have been informed of his or her rights and that these rights will transfer to the student upon reaching the age of majority.
Educational rights that transfer to the student at age 18 are:

• receive notice of and attend individual education program (IEP) meetings.
• consent to reevaluation.
• consent to change in placement.
• request for mediation or a due process hearing to resolve a dispute about evaluation, identification, eligibility, IEP, placement, or other aspects of a free appropriate public education (FAPE).

Note:  If your child receives SSI benefits, find out how he/she can work and continue to receive benefits at www.ssa.gov  or ask your IEP Team members to put you in touch with a Benefits Planner.