Secondary Transition Services (Age 14 through completion of high school)
Goal 9 of the National Agenda for the Education of Children and Youths with Visual
Impairments, Including those with Multiple Disabilities describes transition as:
Families, students and professionals working together must plan for the most appropriate next
environment for each student and develop plans to achieve the competencies necessary for
success in the identified environment. Collaboration with community-based adult agencies and
employers is also encouraged when developing and implementing transition plans. Successful
transition from school to adult life requires assessment and instruction in all areas of the
expanded core curriculum content areas as well as an understanding of the vision of both
students and families for the students’ futures (p.25).
Huebner, K., Merk-Adam, B., Stryker, D., Wolffe, K. (2004). National Agenda for the
Education of Children and Youths with Visual Impairments, Including those with Multiple
Disabilities, AFB Press.
The following link provides information about all goals of the National Agenda.
http://www.afb.org/Section.asp?SectionID=56
Implementation of the transition process for the Statewide System for Vision Services in Iowa is
guided by the Iowa Department of Education. The necessary components to be included on the
IEP for secondary transitions begin at age 14 and can be located at: Special Education Record
and File Review SectionT20- T25b relate specifically to transition.
Secondary transition begins at age 14 and includes all members of the IEP team. The student
and family drive the direction of the goals and services by their vision for the student’s future.
The student and parent are present and included in development of future goals. Necessary areas
to address include working, living and learning. Transition planning must be based on
assessment prior to the IEP. The Iowa Transition Assessment website is a resource for these
assessments. http://www.transitionassessment.northcentralrrc.org/
Process
To assist students with vision impairments and blindness with a seamless transition from high
school to post-secondary services a process has been developed. The Teacher of the Visually
Impaired initiates the transition referral by completing referral forms prior to the IEP at which
the student will turn 14 years of age.
The referral process includes:
 Signed confidentiality waiver
 Assessment for vocational potential and quality of life needs (Community Support
Services)
 Planning beyond high school services to post-secondary education and employment.
 Counseling and guidance to understand preferences, capabilities, and opportunities to
work
 Information on Supports, Services, Activities, Linkage
The transition process focuses on developing a seamless coordinated path, which includes living,
learning, and working so that students can realize their maximum potential as they move into
adult life.
Submit the forms to the Family Services Specialist
Notify the Family Services Specialist via email when the forms are given to the parents. This
is the beginning of the referral process. The referral is to the Statewide Vision System not to
the Iowa Department for the Blind. It is the beginning of a process to ensure students and
parents begin planning for post-secondary learning, living and working.
Contact any of the individuals below for information and resources concerning the transition
process.
 Iowa Department for the Blind Transition Specialist, Eastside
 Iowa Educational Services for the Blind and Visually Impaired Transition Specialist
Partnerships are in place to assist with transitions for students receiving vision services. This
includes the Iowa Educational Services for the Blind and Visually Impaired and the Department
for the Blind with support from Area Education Agencies and Local Education Agencies.
Additional information about partnership services can be found by clicking Transition Overview.