How can school personnel help bridge the gap between high school and adulthood for students with disabilities?
Page 1: Secondary Transition
Ultimately, the purpose of primary and secondary education is to prepare students for a successful and meaningful life after high school. For many students, this process is smooth and does not require specialized supports or services. However, for students with disabilities, the transition to life after high school can be more complex and require several years of collaborative planning and individualized preparation.
While enrolled in PK–12 public school, students who qualify for special education are entitled to a wide range of supports and services to meet their unique needs. These, along with other relevant information, are outlined in the student’s individualized education program (IEP), a guiding document developed by a multidisciplinary team that includes various education professionals, the student’s parents,* and ideally the student themselves. As these students approach the period of secondary transition—the process of moving from high school to postsecondary environments—the team also engages in transition planning to help students develop skills in three primary areas:
individualized education program (IEP)
glossary
transition planning
glossary
For Your Information
Although the student’s participation in their own IEP meetings is always encouraged, they become a required member of the IEP team when they reach transition age. The student must be invited to all IEP meetings in which secondary transition will be discussed.
- Education and training
- Employment
- Community engagement and independent living, if needed
By the time a student reaches transition age (i.e., 16 years old or earlier if required by their state), the IEP must include the student’s postsecondary goals in these three areas along with the short-term goals and transition services needed to help reach them. This information is outlined in an additional component of the IEP known as an Individualized Transition Plan (ITP).
Individualized Transition Plan (ITP)
glossary
After finishing high school, students with disabilities are likely to experience significant changes in the supports and services available to them. The table below outlines some of the key differences in supports and services for students with disabilities enrolled in public schools and adults with disabilities.
Individuals with Disabilities Education Act (IDEA)
glossary
Section 504 of the Rehabilitation Act of 1973
glossary
Americans with Disabilities Act (ADA)
glossary
related services
glossary
| Factor | Students with Disabilities | Adults with Disabilities |
| Legal protection | Educational rights are protected by the Individuals with Disabilities Education Act (IDEA). | Adults are protected from discrimination by Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA). |
| Eligibility | Eligible students are entitled to a wide range of services and supports (e.g., special education, related services) to meet their unique educational needs. | Adults might qualify for various services and supports (e.g., therapies, employment support, housing options, financial assistance) if they meet specific eligibility requirements. |
| Providers | All services and supports deemed educationally necessary must be provided by the school. | Services and supports are provided by multiple agencies (e.g., college or university, Department of Health, Social Security Administration). |
| Documentation | An IEP outlines all required educational supports and services. | Each agency typically develops a separate plan that represents only the supports and services it provides. |
As illustrated by the table, there is no IEP for the workplace, the college classroom, or everyday life as an adult. Instead, adults with disabilities must navigate various systems to access necessary supports and services. The goal of transition planning is for students with disabilities to move from the school setting to the post-school environment without any interruption or break in supports and services. Often referred to as a seamless transition, this occurs when students have a formalized plan that immediately goes into effect upon leaving school. Seamless transitions are characterized by:
- An individualized, person-centered planning process
- Collaboration between school personnel and adult agency personnel
- Resource sharing among schools and various agencies
- Paid and nonpaid work experiences in integrated settings during high school
- Community-based experiences focused on the individual’s needs (e.g., shopping, recreation)
- Securing employment or postsecondary education acceptance before high school graduation
person-centered planning
glossary
integrated setting
NOT in glossary
For additional information about content discussed on this page, review the following resources. Please note that these resources are not required readings to complete this module. Links to these resources can be found in the Additional Resources tab on the References, Additional Resources, and Credits page.
Secondary Transition: Helping Students with Disabilities Plan for Postsecondary Settings This module focuses on helping students with disabilities successfully transition from high school to postsecondary settings. Among other topics, it discusses the various components of transition planning and the importance of engaging students in this process.
Secondary Transition: Person-Centered Transition Planning This module highlights the benefits of person-centered transition planning for students with disabilities. It addresses strategies for engaging students throughout the transition planning process and highlights considerations for shifting to a more person-centered approach. |
*This term includes biological parents, stepparents, adoptive parents, or anyone serving in place of a biological parent, such as other family members (e.g., grandparents, aunts, uncles, siblings, cousins), guardians, foster parents, or court-appointed surrogate parents.
