Secondary Transition: Person-Centered Transition Planning
Wrap Up
By the time a student with a disability turns 16 (or earlier if required by their state), the IEP team must begin transition planning. As part of this process, the team develops an additional component of the student’s IEP known as an Individualized Transition Plan (ITP), which outlines:
- Postsecondary goals
- Transition services
- Annual goals
Although transition-aged students must be invited to IEP meetings, their participation is often limited. Ideally, the student should be actively involved throughout the transition planning process. IEP teams can facilitate this by implementing person-centered planning—a collaborative approach that actively engages students in developing, communicating, and evaluating their progress toward meeting meaningful postsecondary goals. The level and type of student involvement should be tailored to each student’s strengths and needs.
Engaging in person-centered transition planning not only increases students’ participation but helps them strengthen their self-determination—the knowledge, skills, and beliefs needed to set goals, make decisions, and advocate for themselves. When students develop these competencies and apply them during the transition planning process, they are more likely to experience positive long-term outcomes. The following table highlights areas students can be actively involved in throughout the transition planning process as well as strategies for supporting their engagement.
| Area of Involvement | Strategies |
| Assessments and goal development |
Educators can promote student involvement by:
|
| Leadership in IEP meetings |
To prepare students to assume responsibility for one or more components of the IEP meeting, educators can:
|
| Monitoring progress toward meeting goals |
Educators can support this process by:
|
Because person-centered planning represents a shift from a more traditional teacher-led approach, it is important for IEP team members to establish a shared understanding of what student participation will look like. Educators can further support the team by providing role-specific guidance and reassuring team members that although the student’s voice is central, there will still be opportunities for everyone to contribute their expertise and perspectives.
To effectively implement person-centered planning, educators should take a manageable, gradual approach and expand their efforts over time. To support implementation, educators can:
- Demonstrate the benefits of person-centered planning to build buy-in among students and other team members
- Help students recognize the value of their involvement in the planning process
- Intentionally embed instruction on transition-related skills into existing routines and lessons
- Adapt communication strategies to ensure all students can meaningfully participate
Although fully implementing person-centered planning requires time and ongoing effort, it is a worthwhile investment in students’ futures. By continuously reflecting on and refining the process, IEP teams can strengthen student engagement, promote self-determination, and better prepare students for life beyond high school.
Revisiting Initial Thoughts
Think back to your initial responses to the following questions. After working through the resources in this module, do you agree with your Initial Thoughts? If not, what aspects of your answers would you change?
What is person-centered transition planning?
How can students be actively engaged in transition planning?
How can educators facilitate person-centered transition planning?
When you are ready, proceed to the Assessment section.
