Secondary Transition: Student-Centered Transition Planning
Even though they are officially considered member of their IEP teams, many students with disabilities nevertheless have little involvement in the annual IEP process. One way teachers can increase their participation is to implement student-centered transition planning, a process whereby students take an active role in planning, communicating, and evaluating their progress toward meeting post-secondary goals. In order to prepare students to take a more active role in the student-centered transition planning process (required at age 16, or as early as age 14 in some states), educators should teach them the skills needed to:
- Use assessment information to develop goals
- Take leadership roles in their IEP meetings
- Evaluate progress toward meeting their IEP goals
To successfully implement student-centered transition planning, teachers should help administrators, parents, and other IEP team members to recognize its importance, select a small number of students or portions of the IEP to begin with, determine the appropriate level of participation for each student, and set aside time to instruct students on ways to be actively involved in the planning process. As with the implementation of any new process, teachers and other professionals should keep in mind that change takes time and success requires systematic planning and evaluation.
Revisiting Initial Thoughts
Think back to your initial responses to the following questions. After working through the resources in this module, do you still agree with your Initial Thoughts? If not, what aspects of your answers would you change?
What is student-centered transition planning?
What are some ways to involve students in student-centered transition planning?
How can teachers successfully implement student-centered transition planning?
When you are ready, proceed to the Assessment section.