1. Transition planning to Adulthood
1.1. On turning 14 or 16, based on the student's conditions
1.2. Student will be directly involved in the transition planning
1.3. IEP will follow its plan
1.4. IEP can be modified as usual, if need arises
1.5. When the student turns 18, he or she will have to consider the legal documentation
2. Transition to Secondary Education
2.1. Upon graduation from high school (21st year of age)
2.2. A comprehensive plan is presented to the students for a smooth transition into adulthood
2.3. Students with disabilities may qualify for course accommodations
2.3.1. Extended time for testing
2.3.2. Taped textbooks
2.3.3. Note-taker
2.3.4. Oral testing
2.3.5. Priority seating
2.4. Responsibility of the federal government to provide a comprehensive list of programs and protective services
2.4.1. Civil rights protections
2.4.2. Benefits
2.4.3. Education opportunities
2.4.4. Employment options
2.4.5. Healthcare
2.4.6. Housing
2.4.7. Transportation
3. Part C to B transition
3.1. Part C transition involves the planning of movement of a special needs infant or toddler for entering into kindergarten or preschool
3.2. Part B transition is the movement of a special needs teen or adolescent after graduation from high school to the adult/practical life
4. Major Components
4.1. Post secondary goals
4.2. Identification of transition services
4.3. Writing the courses of study
4.4. Writing the annual IEP goals
4.5. Coordination of services with adults and guardians
4.6. Organization and conduction of the transition meetings
5. Legal Considerations
5.1. Transfer of rights at age of majority
5.2. State level activities
5.2.1. Funding of the transition services
5.3. Compliance to the Individuals to the Disabilities Education Act (IDEA)
5.4. IDEA secondary transition regulations
6. Legal rights of families involved in transition planning
6.1. Right to participate in transition planning meetings
6.2. Right to review all the educational and evaluative records
6.3. Right to be the members of those teams that are making the major decisions
7. Movement from one program to another in the process of special education
8. Early Childhood Transition
8.1. Nursery School Programs
8.1.1. Provision of support to families
8.2. Pre-school
8.2.1. Promotion of development and learning
8.3. Kindergarten Educators
8.3.1. Coordination of services
8.3.2. Decrease in the cost for educational services
9. Kindgergarten to Secondary Education
9.1. Individualized education program IEP in place: child will have an edge
9.1.1. Adapted lesson plans
9.1.2. One-on-one support
9.1.3. Mainstreamed classroom environment
9.2. IEP will be updated
9.3. IEP can be adapted annually according to the child 's needs
9.3.1. Goals and objectives according to each year
9.3.2. Educators will remain in constant touch with the parents of the children'
10. Differences between IFSP and IEP
10.1. IFSP
10.1.1. Individualized Family Service Plan
10.1.1.1. A process and a document
10.1.1.2. Provided if a child is found eligible for early intervention services
10.1.1.3. Helps in the development of a child's potential
10.1.2. IFSP Team
10.1.2.1. Parents
10.1.2.2. Other Family members
10.1.2.3. Advocate from outside the family
10.1.2.4. Service Coordinator
10.1.2.5. Professionals
10.1.2.6. Evaluators, assessing the child
10.2. IEP
10.2.1. Individualized Education Program
10.2.1.1. More than just a written legal document
10.2.1.2. Map laying out the program of special education instruction for a child with special needs
10.2.2. Basic components
10.2.2.1. Current Skill level of the student
10.2.2.2. Annual goals of the student
10.2.2.3. Progress Tracking of the student
10.2.2.4. Special education services for the student
10.2.2.5. Participation in mainstream classrooms
10.2.2.6. Testing adaptations
10.2.2.7. Statement of Transition for the student
11. Key players in the transition planning
11.1. Parents
11.1.1. Support
11.1.2. Nourishment
11.1.3. Comfort zone and safe space for the children
11.2. Teachers
11.2.1. Ease the process of instruction
11.3. School staff
11.3.1. Physical and moral support
11.4. Local social service agencies
11.4.1. All kinds of welfare
11.5. Medical care providers
11.5.1. Provide assistance and solutions for all types of healthcare issues
11.6. Advocates
11.6.1. Support from outside of the family
11.7. Counselling programs
11.7.1. To ensure mental stability
11.8. Employment agencies
11.8.1. To ease the transition from graduation into the practical life