Transition Fact Sheet
Under IDEA 2004, IEPs must include transition services for the child by age 16. The
transition plan should reflect the student’s interests, preferences, accomplishments and
skills, what they need to learn, and what they want to do. Person-centered planning
is a way to identify goals and develop plans to accomplish goals.
Self-Advocacy/ Self-Determination training:
• Students who passed more than half or all courses in 8 curriculum areas (remedial academics,
traditional content classes, personal finance, community access, behaving responsibly, goal-setting
or problem solving, specialized vocational education, regular vocational education) were more
likely to be engaged in post-school education (Halpern et al., 1995)
• Students with higher self-determination skills were more likely be engaged in post-school
employment (Wehmeyer & Schwartz, 1997)
Predicts improved outcomes in: Education and Employment
Transition Curriculum:
• Students who participated in the Youth Transition Program with four or more transition goals met
were more likely to be engaged in post-school employment or education
Benz, M., Yovanoff, P., & Doren, B. (1997).
• Students who received transition planning services during high school were
more likely to be engaged in post-school education (Halpern et al., 1995)
Predicts improved outcomes in: Education and Employment
Student Lead IEPs:


Students have the ability to advocate for themselves and don’t have to rely on case-manager as
much.
 More Parental participation in the IEP meetings increased substantially.
 Students gain confidence and communication skills through leading IEP meetings.
Students who have Student-led IEPs find it easier to apply self-advocacy skills in college or on the
job.
(Mason, McGahee-Kovac, and Johnson 2004)
Predicts improved outcomes in: Education and Employment
*** Fellow MPS teachers who focus on transition skills training report taking significantly
less time to deal with student, teacher and parent complaints.
References:
Benz, M., Yovanoff, P., & Doren, B. (1997). School-to-work components that
predict postschool success for students with and without disabilities. Exceptional
Children, 63(2), 155-165