IEP Transition Assessments and Plans

According to federal law, all schools must begin transition planning for students who receive Special Education by the time the student turns 16. State laws vary, and in some states transition planning must begin sooner. For example, in Massachusetts, transition planning must begin when a student turns 14.

Transition assessments and transition planning are not a one-time event. Schools should be working with students on an ongoing basis, and assessing them frequently, so that they can understand their evolving strengths, needs, interests, and interests.

Transition assessments should help the team to understand a student's strengths, needs, and goals for the future. All students with disabilities should have a transition assessment, including students who will be graduating when they are 18 and attending a college or university.

Transition assessments should be designed for the needs of a particular student, and can include both formal tests and informal observations and conversations.

Transition assessments should usually include tests to measure:

• school skills, such as reading, writing, math, and knowledge of social studies and science

• self-determination, including goals and interests

• work and job skills, and preferences for work and jobs

• independent living skills

Thorough transition assessments often include tests such as:

• ARC Self-Determination Checklist

• Brigance Transition Skills Inventory

• Kohlman Evaluation of Living Skills

• O'Net Interest Profiler

• Role Evaluation of Activities of Life

• Self-Advocacy and Self-Determination Checklist

• Working Conditions Survey

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Transition planning can bring up many questions and many feelings. Parents and students may find the process both exciting and scary. In general, starting this planning early reduces stress in the long-term, and helps ensure that every year of a student's education is well-suited to their needs and goals.

Depending on the needs and goals of a student, the team may want to consider questions such as:

• Is the student expected to earn a diploma? If so, what will be required to make this possible?

• Will the student receive public schooling from ages 18-22? If so, what will this look like?

• Is the student planning to go to a college or university? If so, what do they need to prepare? How can they find a school that is a good fit?

• Will the student likely live independently as an adult? If so, what does the student need to learn in order to do so?

• What academic skills does the student need in order to meet their goals? How will they learn these skills through the remaining years of their education?

• What life skills does the student need in order to meet their goals? How will they learn these skills through the remaining years of their education?

• What job skills does the student need in order to meet their goals? How will they learn these skills through the remaining years of their education?

• How can the school and family partner with community and state agencies to offer the student an appropriate program?

• How will the student learn to manage their medical care?

In some cases, students have long-term goals that seem unattainable. For example, many students want to be professional athletes, singers, or YouYubers, and many students with heart defects want to be cardiac surgeons. In some cases, teachers or parents believe that the students do not have the skillsets required for these specific professions.

In these cases, the team can work with the student to expose them to their preferred career, as well as to alternative careers that are related to their interests.

Over the course of years, students and the rest of their team can decide on a future that is both attainable and fulfilling. Like everyone else, people with disabilities have a right to determine their own future, and to do something that allows them to contribute to society and feel successful.

Transition planning is often an emotional process for families. It can be especially challenging when a child has a heart defect, and families are anticipating a time when it may be harder to monitor and protect them.

However, transition planning can also be a time of hope and celebration. Teens with heart defects are remarkable survivors, and no matter what their skills, they can look forward to a fulfilling and meaningful future.

This content was reviewed by an educator at Boston Children's Hospital.

Developmental care is best when it is local. Families local to Boston can receive care from the Cardiac Neurodevelopmental Program (CNP). Families from other regions can use the link below to find their local care team.