Identifying and providing the accommodations, supports, or related services thestudent needs

An IEP transition plan consists of the following points:

Is designed within an outcome-oriented process, that promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation Is based on the individual student’s needs, taking into account the student’s preferences and interests Includes instruction; related services; community experiences; the development of employment and other post-school adult living objectives; and, if appropriate, acquisition of daily living skills and functional vocational evaluation

Realistic transition activities must be outlined in the IEP. Developing skills for an unneeded labor market does not promote employment, and obtaining a job without transportation options compromises the possibility of success. Roles and responsibilities should be written into the plan.

Examples of transition activities include

Assessing student needs, interests, or preferences for future education, employment,and adult living and setting future goals in these areas Identifying, exploring, and trying out transition placements that match the student’sassessment and vision and providing community experiences related to future goals Instructing the student in the academic, vocational, and adult living skills needed toachieve transition goals, including self-determination Identifying and providing the accommodations, supports, or related services thestudent needs Coordinating with adult services organizations and helping families identify resourcesand natural supports Providing or planning follow-up or follow-along support once the student developsindependence in a transition activity or graduates (Designing IEP Transition Plans)

You want to have great self-determination regardless of anything that you are doing. That confidence is a booster that propels you toward doing anything that you put your mind to. Moreover, when students with disabilities show they can make things happen and take responsibility for planning and decision-making, others change how they view them and what they expect from them. People with disabilities have emphasized that having control over their lives, instead of having someone else make decisions for and about them, is important to their self-esteem and self-worth (Self-Determination and the Education of Students with Disabilities). Insights on effective strategies for teaching self-determination to a student with a disability: keep the student encouraged. Keep reminding the student that he or she can do whatever they put their mind to. Work diligently with them. Yes, the child may become discouraged and overwhelmed, but they have to remain positive in the situation. You need to try teach patience and hardwork and dedication to that student.


deFur, Sharon. (2000).

Designing Individualized Education Program (IEP) Transition Plans. ERIC Digest #E598.

Wehmeyer, Michael. (2002).

Self-Determination and the Education of Students with Disabilities. ERIC Digest.

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