Transition
Fact Sheet

Introduction

High schools throughout the country are implementing standards-based education reform. As emphasized in the 1997 Amendments to the Individuals with Disabilities Education Act (IDEA), the IEPs of students with disabilities attending high school must reflect the general education curriculum and standards.

At the same time, IDEA requires IEP teams to develop a statement of needed transition services for students with disabilities. IDEA defines transition services as a coordinated set of activities that:

• promote movement from school to post-school activities, including post- secondary education, vocational training, integrated employment (including supported employment), adult education, independent living, or community participation;
• reflect the individual student’s needs, taking into account the student’s preferences and interests; and
• includes instruction, related services, community experiences, employment and other post-school adult living objectives, and, when appropriate, acquiring daily living skills and a functional vocational evaluation.

In light of these requirements, high schools are developing systems of "transition" for students with disabilities which in effect create a separate post-school planning process for students with disabilities. Students with disabilities are working with special educators to develop transition plans (ITPs), while students without disabilities are working with guidance counselors to develop graduation plans. Thus, two separate "transition" processes operate within one school system.

If "transition" of students with disabilities is viewed separately from "transition" (or graduation) for students without disabilities, it will become virtually impossible to appropriately include students with disabilities in standards-based education reform. At a time when schools are being called upon to include students with disabilities in standards-based education reform, transition planning has frequently been used to steer students away from the regular education curriculum, toward developing goals which are not focused on meeting high academic standards and graduation with a regular high school diploma.

How transition can limit participation of students with disabilities in standads-based education reform

There are several ways that the traditional view of "transition" for students with disabilities can limit participation of students with disabilities in the regular education curriculum and standards.

• Many high school students with disabilities are not included in the typical school experiencesuch as regular classes, extracurricular activities, and graduation planning, which can assist them in developing goals for the future. Many students with disabilities progress through their school careers spending less time in the school building with their peers and more time in the community.This practice not only prevents students with disabilities from taking a full schedule of regular education classes, it isolates them from the very peer group they need to be successful now, and as they enter into the world of adulthood.

• The traditional "transition" process tends to perpetuate the notion that "special" paid people are the only ones who can support students in school, at home, in the community, or on the job. Many professionals see "transition" as something that happens to students with disabilities to help them move from special education into the world of adult services. Depending on the community, this can mean transitioning from "school to work" or "school to sheltered work" or "school to day-habilitation" or even "school to waiting list for services."

• The system itself implies a separation between students with and without disabilities, by emphasizing that only students with disabilities "transition," while all other students "graduate." With a strong emphasis on the merger of the separate systems of education (regular and special), it seems counter-productive to maintain, or develop, a separate system of "transition."

Although the intent of transition is a positive one, it is clear that the practices often limit opportunities to achieve the high standards set for all students. In order to move beyond separate planning processes for students with and without disabilities, the changes listed on the next page must occur.

Appropriate Inclusion

There are numerous benefits of including students with disabilities in regular education classes, such as:

• acquisition of skills and knowledge that will assist students in present and future decisions,

• focus on literacy skills and academic learning,

• effective role models for learning and social interactions, and

• experience making decisions about courses and extracurricular activities that informs and guides future decisions.

These efforts can be supported by School-to-Work-Act programs.¹

Job Roles Will Need to Change

Changing the perspective about high school education and the "transition/graduation" process requires a change in some of the ways that people have traditionally viewed their job roles and esponsibilities. A shift from a model of direct professional or paraprofessional support to a model of natural supports in the school and community is essential. (This model can also be supported by programs provided pursuant to the School-to-Work Act.) School and community members must provide support to students with disabilities in much the same ways that support is provided to others. In addition, the hours that school personnel work may need to change in order to support students beyond the school day.

The Educational Timetable Must Change

Many states, at their discretion, choose to provide special education services to students with disabilities beyond age 18. For these states, the educational timetable must change. To support the new vision of graduation planning, a new timetable – a typical educational timetable – must be embraced. Typical students complete their high school experience in four years, and graduate at age 18. Many students with disabilities "exit" school at age 21 or 22 years after repeating "senior year" two or three times.

It is essential that students with disabilities (who, in some states, are eligible for educational services through or beyond the age of 22) progress through high school in the same way as typical students. Moving through the grades,taking required courses, choosing electives, participating in extra-curricular activities, and celebrating the end of their high school career upon completion of their (first and only) senior year is important for all students.

Graduation

In most states, a student’s eligibility for special education services and supports ends upon receipt of a standard regular high school diploma. For this, and other reasons, many schools have presented students with disabilities with alternative diplomas or certificates of completion in order to continue services in states that provide special education services through the age of 21 or 22 years, or beyond. Today, schools and communities that embrace the typical timetable of education for students with disabilities are struggling to match regulations with effective education. They believe that support for young adults must continue after the formal graduation ceremony (after senior year).

It is crucial to address how students over the age of 18 are supported. If students are to be included in typical high school curriculum through the completion of their senior year, schools could then provide "post-senior year" support to these young adults in the community rather than the high school. There must be a re-conceptualization of the supports and experiences for young adults between the ages of 18 and 21 to ensure appropriate inclusion and participation in community, work, recreation, and post-secondary education.

After graduation, students with disabilities need to have the same choices as non-disabled students, including college, work, living independently or living at home. School districts must work in close collaboration with the young adult, the family, and with employers, college officials, and community organizations to determine what supports will be needed to assist the student in achieving his or her goals.
 
 

Endnotes

¹ For more information, see the PEER Information Brief: "School-to-Work Opportunities Act, A Source for Quality Transition Programs," prepared for the PEER Project by the Center for Law and Education.

Information in this Fact Sheet is based on the PEER Information Brief , "Transition in an Era of Education Reform" by Carol Tashie and Cheryl Jorgensen.

Note: The term "full inclusion" was used by the autors in original papers on this topic. Through the review process, the U.S. Office of Special Education Programs (OSEP) changed the term to read "appropriate inclusion."
 
 

This publication has been reviewed and approved by the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS). Funding for this publication was provided by the Office of Special Education Programs, OSERS, U.S. Department of Education, through grant #H029K50208.