A coordinated set of activities for an eligible individual, designed in an outcome oriented process, that promotes movement from school to postschool education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation. The coordinated set of activities is based on the needs of the eligible individual, taking into account the individual's preferences and interests. The set of activities includes instruction, related services, community experiences, development of employment and other postschool adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational education.
Services needed by youth in transition, such as: Independent Living Skills Career Education Interpersonal Relationship Skills Leisure Time Training Vocational Training Job Placement On-Site Supervision Supervised Apartment Living
are a set of coordinated activities that address a child's transition out of school and into the adult world beginning at age 14.
services needed to help special education students make the transition from school to post-school activities, such as college education, employment, and independent living
a set of activities which prepares a student with a disability for the move from school to post-school activities such as employment, post-secondary education, adult services independent living, or community participation. Transition services, included annually in the IEP for students by age fourteen, are based on the student's needs, preferences, and interests. Transition activities must include instruction, community experiences, the development of employment and post-school living objectives, and can include daily living skills training and vocational education.
A group of coordinated activities provided over a period of time that support a high school student with a disability in the transition from high school to adult life. These services focus on what the student wants to do after high school in the areas of education or training, employment, and community living.
For each student with a disability beginning at age 14 (or younger, if determined appropriate by the IEP team), and updated annually, the IEP must contain a statement of the transition service needs of the student that focuses on the student's courses of study and, beginning at age 16 (or younger, if determined appropriate by the IEP team), a statement of needed transition services for the student, including, if appropriate, a statement of the interagency responsibilities or any needed linkages. IDEA describes the components as services that promote movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. (See also (See also CHILD WITH A DISABILITY)
A set of coordinated activities designed to help a student move from school to post school activities including independent living, work, or continued education after finishing high school. This may include instruction, related services, community experiences, work toward post-school goals, and, if appropriate, daily living skills and functional vocational evaluation, all based on the student's needs and preferences.
A coordinated set of activities that promote movement from school to post school education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation. Transition goals are determined by the IEP team beginning at age 14 and are based on student and family vision, preferences, and interests.
The period between preschool and school, school and adult services or any other period where careful planning is needed to ensure the smooth transfer of records and information from one setting to another and the continuity of support and needed services.
IEP requirement; designed to facilitate movement from school to the workplace or to higher education.
A planning process that insures the transferring of records and the continuity of support services as the individual moves from one setting to another.
Those services designed to assist a student with a disability to successfully transition from high school to the adult world. Transition services include such things as vocational training, training in how to use public transportation, and assistance from an adult service agency to obtain low-cost housing.
A coordinated set of activities for students as part of the IEP, designed to promote movement from school to post school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, related services, independent living, or community participation. Transition planning becomes a part of the IEP process for students at age 14.
A coordinated set of activities for a child with a disability that (1) is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (2) is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and (3) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. (20 U.S.C. §1401)
a coordinated set of activities for a student with a disability that – a.) are designed within an outcome-oriented process, which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing adult education, adult services, independent living, or community participation; b.) are based on the individual student's needs, taking into account the student's preferences and interests; and c.) include instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation
A coordinated set of activities for a student, designed within an outcome-oriented process, that promotes movement from school to post school activities. These activities can include education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.
a set of activities coordinated among RSC and other agencies, such as the Ohio Department of Education, specifically helping school-aged youth make decisions about their future, set goals and start preparing to meet those goals. These services can begin before the child enters high school and can continue through post-secondary education or into the early years of employment.
