Transition Process

Transition Process

» Special education is an entitlement until age 22.

» Transition begins at age 14 in Massachusetts, or earlier if determined by the Individualized Education Program (IEP) team.

» It’s important to learn the young person’s rights and responsibilities from federal and state laws around transition.

» The years between 18 and 22 should focus on a broad range of functional life skills across all settings, such as work, social, community safety, and travel training.

» The age of majority in Massachusetts is 18.

» Be sure your child’s school submits a 688 referral at least two years before he or she leaves school.

Family Role

» Parents and guardians are essential and active members of the IEP planning team.

» Share as much information as possible about your child with the IEP team.

» Build a positive relationship with your child’s teacher and IEP team.

» Think about ways your child can participate in the development of his/her IEP in a meaningful way.

» Request that written assessments and evaluations be provided at least two days prior to the IEP meeting in order to prepare.

» Get to know your child’s Department of Developmental Services (DDS) coordinator, and communicate about individual and educational changes and developments.

» Learn about and access the range of programs, services, supports, and accommodations available for young people with disabilities.

» Attend parent workshops on transition.

» Apply for SSI/MassHealth when your child is 18 years old.

» Consider assisting your child to apply for Section 8 and other subsidized housing programs.

School Role

» The Transition Planning Form (TPF) is not a legal document and is separate from the IEP.

» The Vision, Goals, and Objectives should reflect your child’s life at age 22 or when he or she leaves school. They should cover educational, vocational, and community experiences, independent living skills, and social skills.

» The Post-Secondary Vision, Goals, and Objectives must be transferred from the TPF to the IEP for implementation.

» Make sure the emphasis on the IEP is on post-school goals that will make the biggest difference in the child’s life.

» Interest surveys and vocational assessments should be done regularly by school personnel starting from age 14 to determine strengths, interests, and preferences.

» Parents/guardians may request that evaluations and assessments be done by an independent evaluator.

» No later than 30 days after receipt of an IEP, a parent can reject part of or the entire IEP.

» Make sure travel training is addressed while the child in still in school.

» Discuss shared and delegated decision-making authority with the child, and document this in the IEP.

Transition Information Fact Sheet No. 8

Federal and Massachusetts Laws on Transition