The following is a checklist of transition activities that you and your
son or daughter may wish to consider when preparing transition plans with
the IEP team. Skills and interests will determine which items on the checklist
are relevant. Use this checklist to ask yourself whether these transition
issues should be addressed at IEP transition meetings. The checklist can
also help identify who should be a part of the IEP transition team. Responsibility
for carrying out the specific transition activities should be determined
at the IEP transition meetings. Timelines are approximate.
Four to five years before leaving the school district
- Identify personal learning styles and the necessary accommodations
to be a successful learner and worker.
- Identify career interests/skills,
complete interest/career inventories, request a vocational assessment,
- Identify needed community support services and programs.
- Explore options/requirements
for post-secondary education admission or continuing education.
interests and options for future living arrangements, including
to communicate your interests, preferences, and needs.
- Learn to explain
your disability and needed accommodations.
- Learn and practice informed
decision making skills.
- Investigate assisted technology tools that can
increase community involvement and employment opportunities.
your community activities and friendships.
- Use local public transportation
- Examine money management and identify necessary skills.
- Acquire an identification
card and the ability to communicate personal information.
- Learn and
practice personal health care.
- Learn and practice personal safety skills
(especially in the community).
- Practice communication across all environments
(home, school, job, leisure activities).
Two to three years before leaving the school district
- Ensure contact has occurred with
community support services programs
- Invite adult service providers,
peers, and others to the transition meeting/PET.
- Match career interests
and skills with vocational coursework and community work experiences.
- Gather more information on post-secondary and continuing education
programs and the support services offered. Make arrangements for
accommodations to take college entrance exams, if appropriate.
- Identify health care providers
and become informed about sexuality and family planning issues.
and practice appropriate interpersonal communication and social skills
for different settings (employment, school, recreation, with peers,
- Explore guardianship prior to age of majority (18).
- Begin a resume and/or
a personal/career portfolio to be used to showcase strengths, skills,
and experiences. Update regularly.
- Practice independent living skills.
- Identify needed personal care
attendant (PCA) services, & if appropriate,
learn to manage these services.
- Register to vote (all) and for selective
services (if male, 18 yrs).
- Apply for financial support programs
- Continue to assess vocational skills.
One year before leaving the school district
- Confirm eligibility for support services with agencies and
develop an individual service plan.
- Practice effective communication by
developing interview skills, asking for help, and identifying necessary
communication accommodations at post-secondary
and work environments.
- Specify desired job and obtain paid employment
with supports as needed.
- Take responsibility for arriving on time for
work, appointments, and social activities.
- Identify the post-secondary
school you plan to attend and arrange for accommodations, if appropriate.
responsibility for health care needs to whatever degree possible
(making appointments, filling and taking prescriptions).
- Continue to assess
- Identify and use transportation options.