Transition can be considered a bridge between two worlds; the one world is safe, secure, familiar, the other is a world of unknowns. For the family with a special needs child, the changes that we all experience in our lives can be magnified and result in increased family stress. The Joint School District #2 is committed to assisting families in Abridging the gap" through facilitating comprehensive transition practices that provide a smooth, longitudinal plan which ensures the continuity of services, minimizes disruptions to your family system and prepares your child to function in his/her new environments.

The IDEA requires that transition planning be included in your child's Individual Education Plan beginning at age 14, or younger if determined appropriate by the IEP team. This first transition plan focuses on the student's course of study. The purpose is to assist your child identify courses in high school that are most likely to prepare him/her for post-high school goals, such as going on to college or getting a job.

When your student is 16, the transition plan begins to identify needed transition services for the student. The purpose becomes to assist your child and you in beginning to learn about adult services which your child may use as an adult, and to make contact with agencies providing those services. The transition plan always considers the student's needs, preferences and interested related to life after high school in the following areas:

• Employment
• Postsecondary education/vocational training
• Adult living
• Community participation

Other areas that may assist the student in attaining his/her desired outcomes in transition planning are self-determination and advocacy; legal service, social skills, health and medical services, and financial planning.

Like the IEP, the transition plan is reviewed and updated annually. The IEP Process is used to determine goals and objectives that meet the transitional needs of the student. The members of the IEP team at this transition time consists of the student, his or her parents, teachers, school administrators, and representatives from other agencies such as Vocational Rehabilitation, Health and Welfare, colleges, Department of Employment and/ or private businesses. In developing an appropriate educational program, the IEP team will follow a process that includes the following activities:

• Assist the student in developing postschool goals.
• Assess the student's current strengths and needs.
• Based on future skill demands in the identified transition areas, write statements of needed transition services.
• Identify the appropriate goals, based on the assessment and the student's desires.
• Identify specific resources, courses, programs, linkages with agencies outside the school, modifications and options which the student needs in order to reach his/her goals.
• Determine the appropriate setting and/or responsible persons or agencies for implementing the activities/ programs,
• Monitor the student's progress and review at least annually.

The transition process should be characterized by joint communication between professionals and families and must take into consideration the preferences and interests of your son or daughter. A successful transition will lead to a quality lifestyle which meets your young adolescent's expectations.

REMEMBER:
You are an important member of the transition planning team and must become actively involved in the design and implementation of the formal transition for employment and community living during your son's or daughter's education.