Transition planning in special education is focused on helping students with disabilities prepare for life after high school, including employment, post-secondary education, and independent living.

Transition planning should begin as early as possible, typically around the age of 16, to ensure that students have ample time to prepare for their post-school goals.

The Individualized Education Program (IEP) is the primary document that guides transition planning for students with disabilities.

A comprehensive transition plan includes post-school goals, present levels of performance, a functional skills assessment, and other relevant information.

The student plays an active role in transition planning by participating in the planning process, providing input on their post-school goals, and reviewing and signing the transition plan.

The family plays a vital role in transition planning by providing support and guidance to the student, attending IEP meetings and participating in the planning process, and helping the student develop their post-school goals.

The school plays a crucial role in transition planning by providing transition services to students with disabilities, collaborating with other agencies and organizations to support transition planning, and ensuring that students have access to appropriate resources and services.

Common post-school outcomes for students with disabilities include employment, post-secondary education, and independent living.

Strategies for promoting successful transition outcomes for students with disabilities include providing early and ongoing transition planning, involving the student, family, and school in the planning process, and focusing on functional skills development.

Students with disabilities may face challenges during the transition process, such as lack of access to appropriate resources and services, difficulty finding employment or post-secondary education opportunities, and social isolation and discrimination.

Ways to address the challenges that students with disabilities may face during the transition process include providing comprehensive transition planning and services, collaborating with other agencies and organizations to support students, and raising awareness about the needs of students with disabilities.

Technology can play a valuable role in transition planning for students with disabilities by providing access to information and resources, facilitating communication and collaboration, and assessing student progress.

Interagency collaboration is essential in transition planning for students with disabilities as it helps ensure access to a wide range of services and supports, reduces duplication of services, and promotes a more seamless transition process.

Self-advocacy is a critical skill for students with disabilities as it allows them to express their needs and preferences, take an active role in their transition planning process, and develop the skills they need to be successful in post-school life.

Best practices for conducting a functional skills assessment include using a variety of assessment methods, involving relevant stakeholders, and focusing on skills relevant to the student's post-school goals.