Secondary Transition: Student-Centered Transition Planning

Wrap Up

Even though they are officially considered member of their IEP teams, many students with disabilities nevertheless have little involvement in the annual IEP process. One way teachers can increase their participation is to implement student-centered transition planning, a process whereby students take an active role in planning, communicating, and evaluating their progress toward meeting post-secondary goals. In order to prepare students to take a more active role in the student-centered transition planning process (required at age 16, or as early as age 14 in some states), educators should teach them the skills needed to:

• Use assessment information to develop goals
• Take leadership roles in their IEP meetings
• Evaluate progress toward meeting their IEP goals

To successfully implement student-centered transition planning, teachers should help administrators, parents, and other IEP team members to recognize its importance, select a small number of students or portions of the IEP to begin with, determine the appropriate level of participation for each student, and set aside time to instruct students on ways to be actively involved in the planning process. As with the implementation of any new process, teachers and other professionals should keep in mind that change takes time and success requires systematic planning and evaluation.

When you are ready, proceed to the Assessment section.