Transition Guidelines
for Students with Exceptionalities
Transition Guidelines
1. Definition of the Transition Process
1.1. The transition process is an ongoing process of preparing for and adapting to
change.
1.2. It may involve changes to relationships, roles, expectations, environments
and/or routines.
1.3. Transition planning helps:

ensure required supports and programming are in place in the new
environment

students develop and realize both short-term and long-term goals

students to engage in action oriented planning

students prepare for the challenges and opportunities that lie ahead.
2. Guiding Principles for Successful Transitions
2.1. Ensure basic needs are met.
2.2. Provide required support and resources to students in their new environment.
2.3. Maintain and encourage positive relationships and a sense of community.
2.4. Provide choices and involve the student in the transition process to promote and
support self-advocacy.
2.5. Support the need for increased independence and help students create their
own identity.
2.6. Build collaborative partnerships with all stakeholders.
2.7. Prepare for the transition and help the student prepare for change.
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3. What are the important transition points for which transition
planning is required?
3.1. Transition planning includes planning for the following transition points:

entry into the K-12 school system

transition between grades/levels of schooling
o this includes all transitions between grades/levels of schooling
o the transitions to Elementary, Intermediate and High School will likely
require special attention and more detailed planning

transition between schools

transition back to school (after Partial Day Programming or a prolonged
absence) and

transition out of high school to community, work and/or post-secondary
education environments.
4. Who is responsible for transition planning for students with
exceptionalities?
4.1. Transition planning is directed by the Program Planning Team (PPT).
4.2. Additional professionals from school, district, and government and community
agencies, are consulted and/or called upon to participate in transition planning
as required.
4.3. In order for planning to be effective, personnel from both the sending and
receiving school, parents/guardians and students must all be involved.
5. Do all students with exceptionalities require transition planning?
5.1. If a student is receiving any programming due to an exceptionality, such as
accommodations and/or modified or alternate programming, then transition
planning is required.
5.2. The level of planning required may be more detailed for students with moderate
to severe needs.
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5.3. Annual planning takes into account what has been done previously and what is
needed to set the groundwork for the future.
6. When does transition planning occur?
6.1. Transition planning occurs on an ongoing basis.
6.2. Transition planning meetings occur as part of the annual program planning
process; additional program planning meetings focusing on transition planning
may be necessary.
6.3. As a general rule, for students with moderate to severe needs planning for major
transition points will begin at least:

one year before school entry
o for students who require physical changes to the new environment or
have significant requirements, planning should begin earlier

9 to 12 months before transition to another school
o for students who require physical changes to the new environment or
have significant requirements, planning should begin earlier

four to five years before school leaving, for transition planning focusing on life
after high school.
6.4. For students with less severe needs, planning for major transition points will
begin enough in advance to ensure that the student’s individualized transition
needs are effectively addressed.
7. What does transition planning involve?
7.1. Transition is an ongoing, systematic process.
7.2. Transition planning is an expectation of the program planning process for
students with exceptionalities.
7.3. Transition planning involves:

a collaborative effort

early and systematic planning and
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
planning that is comprehensive in scope.
7.4. Each year, planning must take into account:

what is required throughout the current school year to help the student meet
transition goals (as part of the program planning process)

what needs to be done before the student transitions

what supports, resources, and/or programming are required to enable the
student to be successful in the upcoming year and in meeting his/her shortterm goals

what supports, resources, and/or programming are required to help prepare
the student to meet his/her long-term goals and to plan for the future.

The Transition Checklists, which are part of the Transition Plan for Students
with Exceptionalities help guide the PPT through this process.
7.5. In each of the above instances, planning will clearly determine the:

responsibilities of the sending school

responsibilities and/or considerations for the receiving school

responsibilities and/or considerations for the student and/or
parents/guardians.
8. How is transition planning documented?
8.1. The Transition Plan for Students with Exceptionalities is used to document the
transition process.
8.2. The Transition Plan is a written, working document that is completed/reviewed
and updated at least once per year, by the PPT.
8.3. The Transition Plan is attached to the student’s IEP or Record of
Accommodations.
8.4. The Transition Plan consists of:

Part 1: General Information and Student Transition Goals
o completed/updated annually
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
Part 2: Transition Checklists
o worksheets that are reviewed annually to aid in the development of the
Transition Action Plan

Part 3: Transition Action Plan
o completed/updated annually

Part 4: Transition of Assistive Technology
o for students using assistive technology, completed at the major
transition points listed in 8.5 below
o may be completed more frequently, if necessary.

Part 5: Transition Summary
o completed at the major transition points listed in 8.5 below
o may be completed more frequently, if necessary.
8.5. Major transition points include the following:

entry to school

transition to Elementary School

transition to Intermediate School

transition to High School

transition out of High School and

transition to a new school.
9. Evaluating Assistive Technology (AT) Needs as Students
Transition
9.1. As a student transitions within the K-12 school system, ensure that AT devices,
software and apps currently being used are transitioned with the student.
9.2. For transition out of high school to post-secondary, work or community
environments, the PPT should ensure that AT needs are discussed and shared
with receiving personnel.
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9.3. AT provided within the K-12 school system remains with the school or district
upon graduation or school leaving.
9.4. For any students using AT, the PPT tasked with transitioning is required to
complete the Assistive Technology Transition Form, which is part of the
Transition Plan.
9.5. Involve the student by having him or her complete the Assistive Technology
Student Input Form, which is also part of the Transition Plan.
9.6. Assign a contact person who is aware of the student’s needs and current use of
assistive technology to communicate with the receiving teacher, school or
institution.
9.7. Consider how the student’s AT requirements might change as he/she transitions
10. Promoting Self-Advocacy and Independence
10.1 Students with exceptionalities often require programming focused on
developing self-advocacy skills such as:

confidence and skills to enable independence

insight into the balance between independence and necessary support

how to ask for help and how to establish connections with people who can
help them.
10.2 All stakeholders have a role in promoting self-advocacy and independence.
11. Social Transitioning
11.1.Students may require support in creating social connections in a new
environment and understanding social expectations
11.2.All stakeholders have a role in assisting with this social transitioning.
12. Where can I find more information?
12.1 Explanatory information on the Transition Guidelines and on how to complete
the Transition Plan can be found in Transition Guidelines: Explanatory
Information.
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12.2 Additional optional resources and forms which may be used to further aid in
transition planning can be found in Additional Resources to Support the
Transition Process.
13. Supporting transitions for students who do not have an
exceptionality and are at-risk of being unsuccessful at school
13.1 These students have not been identified with an exceptionality but may be at
risk of school drop-out and/or of being unsuccessful in school.
13.2 These students may require additional supports during transition in order to
promote academic and social engagement within the new environment.
13.3 Considerations for supporting students who do not have an exceptionality and
at-risk of being unsuccessful at school are available in Additional Resources to
Support the Transition Process.
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