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Home > Communities of Practice > Transition-Aged Youth > FAQs

What are "transition services" as defined in federal special education law and how does an IEP team or child and family teams prepare for transition planning?

According to the Federal Register, Volume 64, No. 48, Section 300.281, transition services are a coordinated set of activities designed within an outcome-oriented process to promote movement from school to post-school activities for a student with a disability. These activities include post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, and independent living or community participation.

It also includes activities that are based on the individual student's needs – taking into account the student's preferences and interests – such as instruction, related services, community experiences, the development of employment and other post-school adult living objectives, acquisition of daily living skills, and functional vocational evaluation.

Transition services for students with disabilities may be special education, if provided as specially designed instruction, or related services if these are required to assist a student with a disability to benefit from special education.

Beginning at age 14, the individualized education plan (IEP) of a student with a disability must include a statement of the transition service needs of the student under the different components of the student's IEP that focus on the student's courses of study; this statement must be updated annually.

The IEP team or the child and family teams should always include the child when appropriate, especially beginning at age 14, so that the student can voice his/her interests. The public agency (school system) should invite a student with a disability of any age to attend his or her IEP meeting if the purpose of the meeting is to consider the student's transition service needs. If the student does not attend the meeting, the public agency should take other steps to ensure that the student's preferences and interests are considered.

Beginning at age 16, the IEP must include a statement of needed transition services for the student, including, if appropriate, a statement of interagency responsibilities or any needed linkages. These regulations also support the appropriateness of involving other agencies, such as vocational rehabilitation, that are providing services for the student in the IEP meetings. It will be important to clearly outline in the plan each agency's responsibility. The public agency should also invite to the IEP meeting representatives of any other agencies that are likely to be providing or paying for transition services for the student in the future. If the invited agency does not send a representative, the public agency should take other steps to obtain the participation of the agency in planning any transition services.

Age 16, when transition services must be included, presents a new priority for the team. The team must examine not only the impact of the emotional and behavioral needs of the child in the home and school setting, but in the potential work and community setting as well. Discussions around the types of support needed for the student to have a part-time job, job training, a driver's license, or post-secondary education must all be considered. This also presents a good opportunity to address self-advocacy goals in the transition planning for the student.

In states that transfer rights at the age of majority, the student's IEP must include a statement that the student has been informed of his or her rights under Part B of the law beginning at least one year before a student reaches the age of majority under state law.

If a participating agency, other than the public agency, fails to provide the transition services described in the IEP that it is responsible for providing, an IEP meeting must be convened to identify alternative strategies to meet the transition objectives for the student set out in the IEP.

There are several resources available in which you can access more information regarding these regulations. The complete federal law and regulations are available from the U.S. Department of Education (USDE). USDE also provides several links to other resources that will be helpful. Families and service providers may also find helpful information and training materials from the Pacer Center. They can be reached at 1-800-537-2237 or by e-mail at pacer@pacer.org.

The content of this Web site does not necessarily reflect the views or policies of the U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration (SAMHSA), nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. The programs/models featured on this site have not been evaluated by the TA Partnership. The site is meant to serve as a tool and to provide examples of work being done in the field. This Web site was created and is maintained by the American Institutes for Research (AIR) through funding from the Child, Adolescent and Family Branch, Center for Mental Health Services, SAMHSA, contract no. 280-03-4200. For more information, send an e-mail to TAPartnership@air.org.