Transition timeline: Where to start

Transitions occur at many stages throughout an individual’s life and early planning is a helpful way to ensure that the student, family, school, and community are well-prepared for the future. The transition process involves identifying the strengths, needs, and preferences of the individual, across multiple settings, including school, work, home, and community. Start young so the progression of planning and programming is streamlined to best support the individual’s future.

The transition from home-based early intervention to preschool is the first transition that many families experience in the educational system with their child, followed a couple of years later by the transition into Kindergarten. Moving on to middle school and high school will happen at different times, depending on the specific school district, but each time the student moves into a new classroom with a new team is a transition. The focus of this article is on the postsecondary transition from high school to adult life.

Who should be involved in transition planning?

Transition planning is highly individualized and is most effective when there is a strong partnership between the student, the family, school-age services and program providers, post-secondary services and program providers, and local community members. The process includes identifying the student’s strengths, interests, preferences, and needs, and then determining what services and supports he or she will need to achieve future success.

This timeline is a planning tool providing an overview but not an individualized plan. Consult with your transition team or reach out to the Perkins Transition Center for guidance and consultation.

IDEA and transition planning: What does the law say?

IDEA (Individuals with Disabilities Education Act) ’97 requires that the student’s IEP include:

A statement of transition service needs at age 14 or younger, if appropriate.
A statement of needed transition services at age 16 or younger, if appropriate.

For all students, starting at age 14 (or younger, when appropriate) and continuing until the student is no longer eligible for special education services, the IEP team must:

Invite the student to participate in his or her IEP development.
Base the IEP on the student’s needs, taking into account the student’s preferences and interests.
Can include developing the student’s post-school goals.
Identify the student’s transition service needs.

Timeline for transition from school to adulthood

Age 14 and younger

Register with state agencies for services, including your state’s:
- Commission for the Blind
- Dept. of Developmental Services (DDS)
Deafblind students should register with your state’s deafblind project and be added to the deafblind child count.
Learn about Pre-Employment Transition Services (Pre ETS), a federally funded program available through schools and local vocational rehabilitation offices.
Obtain a Social Security card, if not done previously.
Invite teens to participate in IEP meetings and begin transition planning with the school team. Ask about student-led IEPs to determine what level of participation is best for your student.
Consider conducting a Person Centered Planning session.
Consider any vision related services that may support your child (for example Orientation & Mobility, and Assistive Technology).

By age 16

Schools are required to invite students to their IEP meetings. Learn how to prepare your child for their participation with your school team.
IEP teams are required to develop transition goals with students in special education, to be reviewed and updated each year.
Graduation plans must be discussed at the IEP. Students in special education may attend school until the end of the academic year in which they turn age 20 – 22, depending on your state.
Begin job training at school sites or in the community. Ask the school team if Pre ETS is an option.
Start the referral process for adult services. For MA residents, your school district should complete a Chapter 688 referral. This inquiry can be made during the IEP when the transition planning page is reviewed.
Consider setting up an ABLE account or Special Needs Trust.

By age 17

Discuss eligibility for adult service agencies and levels of support that will be provided. Learn the processes specific to your state, your school team can guide you.
Invite Division of Vocational Rehabilitation (DVR) to any transition meetings the year of turning 22. Apply for services a few months beforehand.
Assessments, including cognitive, vocational, assistive technology and other related areas should be up-to-date for application to adult services. Updated assessment scores (within 3 years) are often required to determine eligibility.
If appropriate, your student should take college entrance exams and complete applications. Read more tips on preparing for college.
Plan for an Assistive Technology Evaluation and begin to consider technology the student will use as an adult, and how it will be funded.
Begin discussions about housing, and prepare to apply for Section 8 housing on the student’s 18th birthday, if appropriate.

By age 18

Apply for SSI the month after the teen turns 18.
Explore decision making options including Guardianship, and least restrictive alternatives. Consider the support needed to make health, financial, and life decisions.
At least one year before the age of majority (18 in most states), notify the student of rights that will transfer to them on reaching the age of majority.
Students planning to attend college should contact campus Student Disability Services to discuss accommodations.
Finalize graduation plans, including certificates of completion and attendance, if appropriate.
Students should register to vote and can begin voting in elections. Local self advocacy organizations are available to help your adult child prepare.
Young adult males must register for the draft.

By age 19

Young adults should begin to make their own legal decisions about their life, health care, and finances, unless Guardianship or Supported Decision Making was assigned. Always consider the least restrictive option.
Ensure Assessments are updated and completed for both vocational and assistive technology.
Research different day program models with your transition team and assigned case manager, such as day habilitation and community based day support.
Students should be able to understand and advocate for the accommodations they need for vocational or post-secondary programs.
Deafblind students should connect with with Helen Keller International for advocacy, support and resources.

By age 21

If your adult child continues to attend a public school program, know that eligibility can stop at the end of the school year, or on the student’s birthday, when they turn 20 – 22, depending on the state.
Educate yourself about the transition from Entitlement to Eligibility and prepare to ensure the necessary supports will be in place after graduation.
Application for adult services should be complete. These may include your state’s Commission for the Blind, Department of Developmental Disabilities or Vocational Rehabilitation. Your school team will help guide the process.
Be sure that discussions about housing are well underway, such as applying for Section 8 housing support, or supported housing.