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Transition Input for Multidisciplinary PsychoEd Report fill in

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Assignment of Educational Rights Form_updated 2.18.25 (3)

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All About Preschool_Elem PowerPoint Template

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PACER Center - Champions for Children with Disabilities

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A trusted source of information, training, and support for families of children with disabilities.

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TPI PDP Action Plan.docx Maria docx 11-2021 (2) (3)

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MS PERSON CENTERED PLANNING Elementary 07

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Section 1 Part 1: What is Transition & Person Centered Planning? Making Own Decisions

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The California Department of Rehabilitation (DOR) is an employment and independent living resource for people with disabilities…

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Adults 18 and older who are blind or visually impaired learn to live independently in Wayfinder's Hatlen Center for the Blind in San Pablo in Northern California. In this immersive residential rehabilitation program, students receive training in their own Hatlen apartment and learn to live on their own. They pay their own rent, plan and cook meals and travel to school, work or recreation. Each client pursues individualized goals that lead to a confident transition to a life of their own. Students may attend school or work part time while attending the Hatlen Center.

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The Hatlen Center - Wayfinder Family Services

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Adults 18 and older who are blind or visually impaired learn to live independently in Wayfinder's Hatlen Center for the Blind in San Pablo in Northern California. In this immersive residential rehabilitation program, students receive training in their own Hatlen apartment and learn to live on their own.

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NTACT Postsecondary Education & Training Preparation Toolkit

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NTACT Postsecondary Education & Training Preparation Toolkit

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Postsecondary Education & Training Preparation Toolkit - NTACT:C

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This toolkit is designed for students with a disability, family members, service providers, or educators to consider options and plan for access and success across a variety of postsecondary education and training opportunities.

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National Disability Center for Student Success

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National Disability Center for Student Success

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National Disability Center for Student Success

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National Disability Center - National Disability Center for Student Success

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A national center at The University of Texas that provides actionable research to support disabled student experiences in higher education.

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National Report on College Experiences for SWD

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National Report on College Experiences for SWD

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National Disability Center for Student Success

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A National Report on Disabled College Student Experiences - National Disability Center for Student Success

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The first national report from the National Disability Center reveals gaps in knowledge and support for disabled postsecondary students.

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The Vocational Rehabilitation Technical Assistance Center for Quality Employment Training Opportunities

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The Vocational Rehabilitation Technical Assistance Center for Quality Employment Training Opportunities

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This organization offers webinars, living training, and on demand professional learning around improving employment outcomes for people with disabilities.

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Technical Assistance Center for Quality Employment

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Join us for these webinars offered by the VRTAC-QE. These trainings are free to attend, but require registration to participate. The webinars include opportunities to ask our presenters questions during the event! Certified Rehabilitation Counselor (CRC) credits may be available for these trainings - please check each training to confirm. Unable to attend the live event? Not a problem! We will archive the webinars for later viewing as well!

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Training - Technical Assistance Center for Quality Employment

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Sample ITP for Student With Mild/Moderate Support Needs

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Sample ITP for Student With Mild/Moderate Support Needs

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M Bernal Sample ITP for Student with Mild to Moderate Support Needs

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Sample ITP for Student With Extensive Support Needs

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Sample ITP for Student With Extensive Support Needs

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V Nguyen Sample ITP for Student with Extensive Support Needs

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Self Determination Resources from LifeCourse Tools

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Self Determination Resources from LifeCourse Tools

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LifeCourse Nexus - Exchange Knowledge | Build Capacity | Engage Collaboratively

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This Web page offers resources and guidelines for assisting educators, parents, and agency partners to improve compliance with state and federal laws and regulations pertaining to transition age youth and improve post-high school outcomes. These resources supplement the California Transition Alliance's document, Transition Planning: The Basics. Resources are organized into five categories: Employment, Education and Training, Independent Living, Compliance, and the Guideposts for Success document.
Transition Planning: The Basics (PDF; 54MB)
Employment
Resources and guidelines for educators, parents and agencies that will assist transition age youth identify and move toward their postsecondary goals in the area of employment.

Education and Training
Resources and guidelines for educators, parents and agencies that will assist transition age youth identify and move toward their postsecondary goals in education and/or training.

Independent Living
Resources and guidelines for educators, parents and agencies that will assist transition age youth identify and move toward their postsecondary goals in independent living.

Compliance
Resources and guidelines for educators, parents and agencies that will assist transition age youth develop transition plans that comply with the Individuals with Disabilities Education Act (IDEA).

Guideposts for Success
A document developed by the Office of Disability Employment Policy (ODEP) that identifies key educational and career development interventions.

Employment First Policy
Resources and guidelines for educators, parents, and agencies that will assist transition age youth develop postsecondary goals that lead to competitive, integrated employment (CIE).

Questions: Programs and Partnerships Unit | 916-327-0878

Last Reviewed: Wednesday, March 22, 2023

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Resources and guidelines to assist youth with disabilities as they transition from school to adult life, including education and training, employment and independent living.

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Family Empowerment Center Resource Directory

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Family Empowerment Center Resource Directory

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Seeds of Partnership - Family Empowerment Centers

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Family Empowerment Centers (FECs) provide training and information to families of children and young adults with disabilities, between the ages of 3 and 22 in California. These nonprofit organizations offer specialized training, peer-to-peer support, information and referral services. They aim to assist parents to better understand their child’s educational and developmental needs, effectively communicate with […]

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FEC Connections California Transition Resources

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FEC Connections California Transition Resources

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It's never too early or too late to explore the many options available for the transition to adulthood for people with disabilities!

The transition to adulthood for people with disabilities can be overwhelming and complex! For both the individual and their families and allies! Connections California: Transition to Adulthood is here to help!

This interactive timeline provides you with a GENERAL guide of what to do, and when. Information is sorted by age and #cca category! Take it slowly. Don't feel overwhelmed. Everything will happen at the right time it needs to. Click the banner below for a version of the timeline you can print at home.

If your child is as young as 12, you'll find important information in Connections California. We want to help YOU create the smoothest transition to adulthood possible alongside your loved one!

Understand post-high school options! Learn how to become a self-advocate! Explore different housing options! Decide when to get started with the process! Become fluent in ALL of the adulting acronyms! Connect with other families also going through the transition to adulthood with their loved one!

Connections California: Transition to Adulthood is for any person with any disability. Everything is organized into five main categories. The goal is to help you find the information you need easily for this complex and exciting life transition!

Who can use Connections California? Anyone!

What resources do we have to offer? Many!

You're not alone on this journey! Check back often for updated Connections California information and to register for webinars. Subscribe to PHP for regular updates! Search #cca for even more valuable resources!

The transition to adulthood for people with disabilities can be HARD! Connections California can make it a little bit easier!

Connections California: Transition to Adulthood is sponsored in part by the San Andreas Regional Center and the California Department of Developmental Services.

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Transition to Adulthood: Connections California

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Connections California program is designed to create a smooth transition to adulthood for people with disabilities, starting as young as 12!

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DDS oversees the coordination and delivery of services for Californians with developmental disabilities through a statewide network of 21 community-based, non-profit agencies known as regional centers. Regional centers provide assessments, determine eligibility for services, and offer case management services. Regional centers also develop, purchase, and coordinate the services in each person's Individual Program Plan.

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State of California & Department of Developmental Services

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Regional Centers - CA Department of Developmental Services

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Agency through which the State of California provides services and supports to individuals with developmental disabilities.

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Services - CA Department of Rehabilitation

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The California Department of Rehabilitation (DOR) is an employment and independent living resource for people with disabilities…

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IRIS Center Interagency Collaboration for Secondary Transition Module

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IRIS Center Interagency Collaboration for Secondary Transition Module

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Page 4: Interagency Collaboration

Recognizing that multiple individuals and agencies should be involved in transition planning is an important first step in addressing the transition needs of students with disabilities. Some of these can be met through informal supports (e.g., friends, peers), while others require formal supports (e.g., programs for people with disabilities). No one person or agency can meet the needs of all transitioning students; transition planning requires shared expertise and a wide range of services. These might include agencies that serve individuals with disabilities (e.g., vocational rehabilitation agencies) or those that serve all individuals (e.g., Social Security Administration). One role of the transition coordinator is to encourage representatives from outside agencies to participate in the transition planning process and interact with students, families, and others.

In the past, schools and agencies worked in isolation from each other, with the predictable result of uncoordinated services. In contrast, when agencies work collaboratively, they help create a bridge for students with disabilities from school to post-school activities and environments. Interagency collaboration is a process in which education professionals establish partnerships with personnel from multiple agencies to achieve a common goal: to improve the post-secondary success of students with disabilities. Interagency collaboration is a means to:

Coordinate services and supports

Identify and address gaps in services within the community

Share and leverage resources to reduce costs

Promote efficient service delivery

Listen as Mary Morningstar briefly defines interagency collaboration and who is typically involved in the process (time: 3:00).

Mary Morningstar, PhD
Associate Professor Special Education
Director of Transition Coalition
University of Kansas

Transcript: Mary Morningstar, PhD

Interagency collaboration takes on quite a lot of different definitions in terms of the big picture. In each school, the definition of interagency collaboration might look slightly different. But in general, it is a process whereby you carefully and purposely plan and design cross-agency, cross-program collaborative effort related to transition outcomes for youth. That's a definition that's been given within the research for what interagency collaboration means. Now, that certainly doesn't assist school practitioners to take it to the level they need for implementation. Many teachers serve different types of students. So if you're a teacher who's serving students with learning disabilities, their post-school outcomes and therefore their support needs once they're in the community and as adults are going to look different than teachers who are working with students with significant disabilities who may have long-term support needs. For those students and families, they would access different types of agencies and supports in the community.

So understanding how it operates in each community and for each teacher will look slightly different. But in general the process that would work for any teacher in any school district is first to identify the post-school outcomes, those measurable post-secondary goals that their students are interested in achieving, and then based on those outcomes to reach out and to go find the services and support that students would need in order to be successful in those post-secondary settings.

When we're thinking about interagency collaboration, the critical groups that need to be involved certainly includes school personnel, whether that's special ed teachers, transition coordinators, guidance counselors, school social workers. The folks that are engaged for all youth as they are exiting school and entering into their next phase, whether it's post-secondary education or employment. That's a critical piece of interagency collaboration. Families and students are also active and must be engaged in interagency collaboration themselves. They have very specific roles and responsibilities related to seeking out services and advocating for what they need from those service agencies.

And then the third and biggest, and that's the group that's most difficult to pin down. But those are those community organizations and agencies, both disability specific, for example vocational rehabilitation or agencies that are serving students with intellectual and developmental disabilities, mental health centers with some of the disabilities specific organizations. It can also include non-disability organizations. For example, an employment agency that's serving anybody in the community, or tutoring at a community college that's not specific to disability tutoring. So when we think about the group that have to be engaged it cuts across those three big groups, school, family, student, and then the community. It also cuts across disability specific organizations and those that anybody can access whether you have a disability or not.

Research Shows

Interagency collaboration has been substantiated as a promising transition practice for several decades.
(Kohler, 1993; Landmark, Ju, & Zhang, 2010; Noonan, Morningstar, & Gaumer, 2008)

Interagency collaboration leads to more positive post-school outcomes, especially when students are linked with services prior to exiting high school.
(Test et al., 2009)

Building both formal and informal support networks during high-school using a person-centered approach has been shown to be associated with better post-school employment and education outcomes.
(Povenmire-Kirk et al., 2015)
person-centered approach
A method of transition planning in which the student's needs, strengths, and capacities determine the services he or she receives.

Interagency Teams

To create smooth transitions, it is important for school personnel and community representatives to work together to improve the post-secondary transition process and outcomes for students with disabilities. Doing so involves creating teams of people who meet with each other on issues related to these outcomes. These teams engage in interagency collaboration and might be organized at different levels (e.g., the school district, community, or state) and vary in number and how they divide responsibilities. These teams typically:

Include representatives from disability-related organizations, community agencies, and workplaces all of whom understand the needs of the community as a whole and the needs of individuals with disabilities specifically.

Share ideas, talents, and resources; determine how best to include students with disabilities in the community.

Help to identify gaps in services within the community and solutions to bridge these gaps. One useful tool is the Quality Indicators of Exemplary Transition Programs Survey-2. This online survey can be completed by community teams to evaluate gaps in programs and services.

These teams and the work they do are always evolving. In addition, each state or community varies in how they are organized or structured. There can be and often is some overlap in team members. Below is one example of how interagency collaborative teams might be organized.

IEP/Transition Team

Responsible for creating the individual student's individualized transition plan (ITP)

Members individually determined according to guidelines established by IDEA

Additional members comprise the team based on the individual needs of the student

Agency representatives providing direct services to the student may be a part of this team

Ensures active participation from students and parents regarding transition planning informs the process

Typically, works directly with student

School/Community Team

Links education and adult service providers

Involved in planning transition services at the community level (e.g., resource fairs)

Include a wide range of professional representatives from community organizations, as well as family members and students with disabilities

Typically, not directly involved with students

State Team

Establish, evaluate, and revise policy

Develop coordinated systems to reduce duplication, prevent gaps, and increase efficiency of services among agencies

Evaluate the success of state and local transition services

Leaders of public agencies (e.g., director of the Department of Health), legislators, parent representative, school representative, community rep (e.g., member of school/community team), representatives from disability organizations

Typically, not direct service personnel

Mary Morningstar discusses a model of interagency collaboration that includes the IEP team and a community transition team. Next, she offers some tips for new teachers or those beginning the interagency process.

Mary Morningstar, PhD
Associate Professor Special Education
Director of Transition Coalition
University of Kansas

Transcript: Mary Morningstar, PhD (audio #1)

When we talk about the teams needed for transition, certainly the IEP team is the team that is most focused on the student. Oftentimes, if there isn't a transition coordinator in a building, the teacher or the case manager for that student's IEP often by default falls into that role of having to know about outside agencies. It's written into the law that if students are already being served by an outside agency or it's expected they would be served then the IEP case manager is responsible for inviting those outside agencies to attend the IEP meeting.

The role of beginning the process of collaboration for any special education teacher who's involved with students during transition planning is important. But it really is focused on what's going on with that particular student, and because it's an IEP it's really only during the period of time when the student is engaged in school in special ed services. When we think about models of interagency collaboration, the model that I'm most familiar with that is used most often around the country and across multiple states is a community transition team. That is where school personnel and all of the outside agencies might come together to start the planning process for collaboration. It may be at the district level if it's a large district. It may be in a city or in a town. Or it could be at a county level or a regional level. This is particularly the case in more rural communities, where services are more spread out or they may only be offered in a regional location. Then you might have several districts joining a regional community transition team. But that is where you would bring all the outside agencies together. That's often where they start to network, because they have to know about and learn about each other. And then once they know about and learn about each other they can start identifying where the barriers are in their community to successfully transition. And then they can identify some of those barriers, and then as a team they work together to solve and come up with solutions that are more at the systems level. So that will be beneficial to all the students coming through transition. So those are the teams that are most common when we talk about how you start planning for interagency collaboration.

Transcript: Mary Morningstar, PhD (audio #2)

Interagency collaboration can feel really overwhelming. I often think of it as the jet lag for schools and for new teachers in particular, because when you're going through a teacher-education training program you are very focused on the skills you need to be successful with students. It's all about student growth and student support. We don't think about how teachers are engaged in facilitating the transition into adulthood. That's not typically at the forefront of teacher preparation programs. So it can be sort of a shocking experience for teachers as they come into this field of secondary education and then the transition to adulthood.

It's really not what you know about interagency in terms of all the different agencies. It's about who you know that has the best, most current information. I would think any new teacher needs to find out from their district who is the one that's responsible for putting together that comprehensive map or guidebook for transition, who knows about all those outside agencies. How can I then get information about those agencies and who at those agencies are my go-to person to ask questions? Even I cannot keep up with all the regulatory changes, new laws that impact those outside agencies. But I know my go-to people when I have questions. I can identify who I need to turn to. I think that's probably a really critical first step for any novice teacher coming into a district, particularly at the secondary level. If their district says there isn't anyone in our district that does it, and they're passionate enough to want to create something, my experience is social workers know more about outside agencies than any one particular school personnel. So developing a district level team, be sure to include social workers and guidance counselors as part of that team would be a great way to start launching this process.

David Test describes the CIRCLES Project, an experimental model utilizing multiple levels of interagency collaboration to help assure smooth transitions for students with disabilities (time: 3:56).

David Test, PhD
Professor of Special Education
University of North Carolina

Transcript: David Test, PhD

The Circles Project itself is an interagency collaboration model. It is different than most interagency collaboration models. First, there are three teams. The first is the more traditional interagency collaboration team, and that is a district-level team. That team can meet three to four times a year. It's made up of the bosses, the director of special ed, the director of VR, the director of mental health, the director of developmental disability services, people who can make changes to policies and procedures that need to be changed.

Many school systems have some sort of team like that community level team that meets a few times a year. What makes Circles different is the second level of team, which is the school-level team, and that team is made up of teachers, and VR counselors and case-managers, and people from the adult service agencies that would deal directly with students and families. Those meetings take place monthly. They can rotate across the school system. Different school systems do it different places. Some do it in different high schools each month, some do it at a central location, say a community college that is centrally located in their county, some do it at the education center if it's easier for transportation. Those meetings usually take place over a day.

They're made up of presentations by students. Usually, in a day you can get maybe ten students to come and present. The meeting starts with a review of what happened in the last meeting to make sure that students and families and the agencies connected as they were supposed to. When it's time for the students to start, the students make a brief presentation, about five minutes, often with a PowerPoint. Sometimes they'll use Voki or other Web 2.0 tools. It's a presentation about what their strengths are, where they still think they need some support, and what they like to do after school in terms of employment and education and independent living.

Once they finish their presentation, they sit down at the table with all these representatives from different agencies. The people from the agencies talk to them about their services and what supports they may be able to offer them. Often, with a student comes at least one family member. Sometimes it's moms, dads, aunts, uncles, grandparents, sometimes friends. So sometimes it's an entourage, sometimes it's not. But they'll be part of this discussion. Then by the end of the meeting the student and their family leave the meeting with a to-do list. Here are the agencies that you should talk to or connect with for employment. Here are the ones if you're interested in apartment living. So they've met the people, they've begun to talk about and know what services and supports are available for them once they leave high school.

So what the school system does with that information, they take that information back to the IEP team, which is the third team. That information can be put into the student's IEP. The adult service people don't have to come to the IEP meetings, since they've already signed off unless something changes. The adult service folks, typically, they'll be invited to all these IEP meetings. They don't have time to sit through that many meetings, and so by going to one meeting a month they can get the information they need for their services, but also that information can get into the IEPs for students. It's a lot more time-efficient in terms of getting interagency collaboration. The Circles Project had been implemented in the Cleveland county schools in North Carolina for years and was very successful in terms of building interagency collaboration.

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IRIS | Page 4: Interagency Collaboration

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Recognizing that multiple individuals and agencies should be involved in transition planning is an important first step in addressing the transition needs of students with disabilities. Some of these can be met through informal supports (e.g., friends, peers), while others require formal supports (e.g., programs for people with disabilities).

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Person-Centered Planning to Address Individual Hopes and Dreams- recorded presentation

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Person-Centered Planning to Address Individual Hopes and Dreams- recorded presentation

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Person Driven Planning to Address Individual Hopes and Dreams

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November 17, 2021
Presenters: Richard Rosenberg and Linda O'Neal

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Person-Centered Planning Meetings Versus IEP Meetings

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Person-Centered Planning Meetings Versus IEP Meetings

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It's never too early or too late to explore the many options available for the transition to adulthood for people with disabilities!

The transition to adulthood for people with disabilities can be overwhelming and complex! For both the individual and their families and allies! Connections California: Transition to Adulthood is here to help!

This interactive timeline provides you with a GENERAL guide of what to do, and when. Information is sorted by age and #cca category! Take it slowly. Don't feel overwhelmed. Everything will happen at the right time it needs to. Click the banner below for a version of the timeline you can print at home.

If your child is as young as 12, you'll find important information in Connections California. We want to help YOU create the smoothest transition to adulthood possible alongside your loved one!

Understand post-high school options! Learn how to become a self-advocate! Explore different housing options! Decide when to get started with the process! Become fluent in ALL of the adulting acronyms! Connect with other families also going through the transition to adulthood with their loved one!

Connections California: Transition to Adulthood is for any person with any disability. Everything is organized into five main categories. The goal is to help you find the information you need easily for this complex and exciting life transition!

Who can use Connections California? Anyone!

What resources do we have to offer? Many!

You're not alone on this journey! Check back often for updated Connections California information and to register for webinars. Subscribe to PHP for regular updates! Search #cca for even more valuable resources!

The transition to adulthood for people with disabilities can be HARD! Connections California can make it a little bit easier!

Connections California: Transition to Adulthood is sponsored in part by the San Andreas Regional Center and the California Department of Developmental Services.

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Transition to Adulthood: Connections California

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Connections California program is designed to create a smooth transition to adulthood for people with disabilities, starting as young as 12!

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Page 2: Person-Centered Planning

The staff members at Phelan Jr./ Sr. High use a person-centered planning approach to deliver transition services to students with disabilities. With a person-centered planning approach, the transition services a student receives are defined by the student's needs, focus on the student's individual strengths and capacities, and acknowledge disability-specific issues. The student and the student's family are highly involved in the transition process. Consideration must also be given to the family's cultural and ethnic heritage when using the person-centered approach to transition.

Active Participation in the IEP

Part of person-centered planning also entails the student's participation in the IEP meeting. In general, when students are encouraged to actively participate in their IEP meeting, they should:

Prepare for the IEP meeting

Receive support and encouragement during the IEP meeting

Be provided with follow-up after the IEP meeting

Share information about their disability and accommodations that they find useful.

Provide a summary of their learning strengths and weaknesses, as well as interests and goals

Participate in role-playing activities to help them feel more at ease

After the meeting, the school counselor (or other school personnel) and the student should discuss what he or she viewed as successful and what they would like to do differently in future meetings.

Amy Harris shares her thoughts about the ways in which counselors can help to make the transition process a more person-centered experience for students with disabilities (time: 1:14).

Transcript: Amy Harris

The most important thing is that I want counselors to know that my child is more like other children than different. I think my child has her own individual strengths and needs. She has her own mind and is able to make her own decisions. I think it's important for the counselors to give her choices, to explain the process to her, to include her as much as possible, and to respect her as an individual.

Counselors can start by informing the child about the IEP process. I think the more the child knows about what's going to happen and has the opportunity ahead of time to meet with the counselor so that they can be prepped and be able to share their thoughts--what they wanna talk about in the IEP, what's really important to them, what their goals are, and then an understanding what's going to happen, who's gonna be there, what the agenda's gonna be, how much time is gonna occur, and what the expectations of the students are--I think those should all be set up ahead of time, because otherwise I think you're gonna have a child who's floundering in a meeting and doesn't really understand their role in it.

Establishing Post-Secondary Goals
Transition Planning Domains

Education/ Training

College courses

College preparatory classes

General education and training considerations

On-the-job training

Employment

Employment setting

Military service

Supported employment

Independent Living

Child rearing

Daily living skills

Family life

Financial management

Home management

Transportation

Leisure Pursuits

Community and neighborhood activities

Entertainment

Indoor activities

Outdoor activities

Travel

Community Involvement

Citizenship

Community awareness

Services and resources

Physical and Emotional Health

Maintaining a healthy lifestyle

Scheduling and keeping healthcare-related appointments

Seeking help for emotional issues (e.g., depression) when appropriate

(Close this panel)
At Phelan Jr./ Sr. High School, students should begin the transition process by developing statements describing their future goals in all the major life domains. In some cases, students may require help to create their goal statements; in all cases, students will meet with school personnel to review their goals. School counselors, families, and other staff will use each student's post-secondary goals as a guide to help address his or her curricular and service needs.

Identifying Measurable Post-Secondary Goals

Once students have identified their future goals in the major life domains, they are ready to explore their post-high school choices. The secondary transition planning process should include measurable post-secondary goals for the required areas:

Education/ Training: Goals in this category address education or training for a specific vocation or career. This may include a vocational training program, an apprenticeship, on-the-job training, job corps, a technical training program or college, a two-year college, and a four-year college or university. Goals in this area may also address training for independent living.

Employment: Goals in this category address paid employment (e.g., competitive, sheltered, integrated or supported), unpaid employment (volunteer, in a training capacity), and military service.
integrated (or supported) employment
An employment setting in which the individual with a disability receives necessary support to learn and maintain a job. For example, a job coach would provide one-on-one training, modeling, and feedback to an employee with a disability while also providing the employer with necessary information.

Independent Living: When appropriate, these goals address living independently, managing finances, utilizing transportation, and accessing adult services.
adult services
Services available to individuals with disabilities who meet certain eligibility requirements and that typically include three categories: employment services, social security and health services, and community living and support services. Vocational rehabilitation services and supported employment are examples of adult services. In some cases, these services are provided through agencies that also serve persons without disabilities (e.g., Medicaid, food stamps).

For Your Information

Students should be asked to identify their post-school goals with increasing specificity each school year.

Achieving Measurable Post-Secondary Goals

The transition process typically focuses on academic, employment, and independent living skills. This is particularly important for adolescents or young adults with disabilities because the transition plan often requires:

Collaborative programming between the school and the community (or post-secondary setting)

Direct instruction in natural settings (e.g., job sites, bus stops)

Opportunities to problem-solve strategies and instructional plans

School counselors, teachers, family members, and other individuals contribute to students' attainment of their dreams and aspirations. When family members, significant role models, and school personnel support students with disabilities in developing measurable post-secondary goals for life, more of these goals are reached. Individuals involved in the transition process can help students successfully achieve their post-secondary goals by guiding them through the tasks outlined in the table below.

Deciding

Encourage each student to create goals for his or her life after high school. These goals should be stated in measurable terms. At a minimum, goals should address education/ training, employment, and independent living; however, they may also address other life domains.

Planning

Work with each student to develop a long-term plan that outlines the steps required to achieve his or her future goals.

Preparing

Help the student choose classes and other opportunities that enable the student to obtain needed skills (e.g., job skills, work-related social skills) and competencies needed to achieve his or her goals.

Carrying out the plan

Identify necessary post-school services, supports, or programs and connect the student and his or her family to these services before the student leaves the school system.

Transition Update - Sandra's Goals

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The staff members at Phelan Jr./ Sr. High use a person-centered planning approach to deliver transition services to students with disabilities. With a person-centered planning approach, the transition services a student receives are defined by the student's needs, focus on the student's individual strengths and capacities, and acknowledge disability-specific issues.

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Person Driven Planning Training Video  (1080p) - Thompson Policy Institute and El Dorado Charter SELPA

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Person Driven Planning - A Person-Centered Approach to Transition Planning. This training video is a collaborative effort between the Thompson Policy Institute on Disability at Chapman University and The El Dorado Charter SELPA, made possible through a state grant provided by the California Department of Education's Public Charter Schools Grant Program. Specifically, it falls under the Regional Technical Assistance and Coaching Sub-grant for the year 2023. You can find information about the RTAC grant on the California Department of Education website.

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EDCOE Charter SELPA Alternative Pathways to a Diploma Playbook

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EDCOE Charter SELPA Alternative Pathways to a Diploma Playbook

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This module focuses on the transition process from high school to post-secondary settings. Among other topics, it discusses IEP planning, engaging students in the process so as to become better advocates for their own needs, and the importance of outside agencies such as vocational rehabilitation (est. completion time: 1 hour).

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2022 Vanderbilt University. All rights reserved.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 iris@vanderbilt.edu. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E170001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2022 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Secondary Transition: Helping Students with Disabilities Plan for Post-High School Settings

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This module focuses on the transition process from high school to post-secondary settings. Among other topics, it discusses IEP planning, engaging students in the process so as to become better advocates for their own needs, and the importance of outside agencies such as vocational rehabilitation (est. completion time: 1 hour).

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This module focuses on the transition process from high school to post-secondary settings. Among other topics, it discusses IEP planning, engaging students in the process so as to become better advocates for their own needs, and the importance of outside agencies such as vocational rehabilitation (est. completion time: 1 hour).

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2022 Vanderbilt University. All rights reserved.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 iris@vanderbilt.edu. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E170001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2022 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Secondary Transition: Helping Students with Disabilities Plan for Post-High School Settings

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This module focuses on the transition process from high school to post-secondary settings. Among other topics, it discusses IEP planning, engaging students in the process so as to become better advocates for their own needs, and the importance of outside agencies such as vocational rehabilitation (est. completion time: 1 hour).

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Top 10 Tips for Youth Engagement - from YOUTH! - NTACT:C

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From the mouths of youth with disabilities....their Top 10 Tips to engage youth!

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Rubric of Best Practices: Self Assessment

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Rubric of Best Practices: Self Assessment

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Arizona Department of Education Transition Best Practices Rubric

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Spanish version: Parent Transition Survey

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Spanish version: Parent Transition Survey

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Community Based Functional Skills Assessment for Students with Autism

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Community Based Functional Skills Assessment for Students with Autism

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Determining Independent Living Skills Need 

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Determining Independent Living Skills Need 

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Determining Indepentent Living Skills Tool

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Determining Indepentent Living Skills Tool

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Streamlined career search and discovery for students and job seekers. Includes a built-in interest assessment and access to training, education, and job opportunities. Straightforward, easy-to-read one-page career reports help guide individuals' next move on their road to a satisfying career.

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Essential Predictor Descriptions

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Research suggests youth with disabilities are less likely to experience positive outcomes compared to peers without disabilities. Identification of in-school predictors of postschool success can provide educators and vocational rehabilitation counselors with information to design, evaluate, and improve transition programs.

Source: Secondary Transition Predictors of Postschool Success: An Update to the Research Base

By clicking on a predictor of post school success below, you will get a list of effective practices that align with it.

Predictors/Outcomes

Education

Employment

Independent Living

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Predictors of Post School Success - NTACT:C

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TwitterFacebookLinkedInEmailWhat Are Predictors?Research suggests youth with disabilities are less likely to experience positive outcomes compared to peers without disabilities. Identification of in-school predictors of postschool success can provide educators and vocational rehabilitation counselors with information to design, evaluate, and improve transition programs. Source: Secondary Transition Predictors of Postschool Success: An Update to the Research BaseList of Predictors of Post School ...

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Based on Evidence Based Practices

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Let's Work California Networking Activity Guide

Designed to increase access to information for Californians with intellectual and developmental disabilities (I/DD), their families and supporters to obtain competitive integrated employment (CIE), Let's Work! is a unique video-based initiative of the California Transition Alliance.

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Designed to increase access to information for Californians with intellectual and developmental disabilities (I/DD), their families and supporters to obtain competitive integrated employment (CIE), Let's Work! is a unique video-based initiative of the California Transition Alliance.

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Certificate of Completion Guidelines

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Activity Examples for Students with Extensive Support Needs

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Activity Examples for Students with Extensive Support Needs

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Activities to Support Independent Living Goals

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Activities to Support Independent Living Goals

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Daily Living Skills The Daily Living Skills series provides transition curriculum in adult living skills for teens and young adults transitioning into independent or semi-independent living. Books contain airy-pages and bullet-point information for easy, independent study, yet, these books, nevertheless, respect teens' maturity and humor while presenting federally mandated and Indicator 13 skills needed for adult independence and Common Core Standard Compliant information.

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Disabilities are wide-ranging and come in a variety of forms.

Per the National Center for Education Statistics, 19% of college undergraduates reported having a disability in 2015-2016.

People with disabilities can attend college - and thrive.

College is an exciting time of academic exploration and self-discovery. With the right support and accommodations, students with disabilities can excel in the classroom and participate in various extracurricular activities. Unfortunately, college students with disabilities frequently note that accessibility issues, like a lack of working elevators, incorrect use of Braille on signage, and broken wheelchair ramps, impact their ability to consistently attend class and engage with their campus communities.

To be more inclusive of all students, including students with disabilities, universities should adopt the social model of disability. The social model of disability emphasizes universal design, which is the process of creating buildings and infrastructure that are safe and accessible for everyone. It's also important for students with disabilities to feel empowered to champion their own needs and advocate for support.

All students with disabilities have equal access to higher education, says Oscar Gonzalez, interim accessibility resources senior director at Minnesota State University. He continued, Own your disability, and understand how it shapes your experience. Know that you aren't alone, and be willing to ask for what you need.

Knowing Your Student Rights

Students with disabilities are protected by federal law, enabling them to participate fully in U.S. society. Legislation such as Section 504 of the Rehabilitation Act of 1973 and the Americans With Disabilities Act (ADA) protect students with disabilities against discrimination by creating responsibilities for colleges, universities, and other public organizations.

Americans With Disabilities Act

Created in 1990, the ADA paved the way for a more inclusive society for people with disabilities. The ADA provides a wide range of protections for those with disabilities and created important accessibility standards in employment, public transportation, and telecommunications.

Title II and Title III of the ADA require that both public and private spaces (including college campuses) are accessible to everyone. This means that both private and public universities must make sure that students with disabilities can safely access buildings, equitably participate in the classroom, and reasonably engage in extracurricular activities.

The ADA includes language concerning the various accommodations that should be made available for college students with disabilities, including:

Communication accommodations for people with hearing, vision, or speech disabilities

Reasonable accessibility modifications to university policies, practices, and procedures

Accessibility standards for new and renovated buildings

Section 504

Section 504 of the Rehabilitation Act of 1973 protects college students with disabilities from discrimination. Under this section, any college or university that receives federal funding must provide accommodations so that students with disabilities can participate in the classroom and in educational programs. Some of the accommodations that college students with disabilities may receive include:

Extended time for test taking

Recording devices

Sign language interpreters

Section 504 also applies to K-12 students, but K-12 students receive more hands-on and personalized support. For example, K-12 schools are responsible for finding and identifying students who need accommodations and for providing the necessary support for their academic success.

Colleges and universities, on the other hand, are not required to seek out or identify students who are in need of accommodations. Under Section 504, it is the responsibility of college students to self-disclose and report their accommodation needs. This process often includes submitting official medical documentation to one's college or university. Students with disabilities who are not seeking accommodations do not need to disclose their disability status to their university.

Most colleges and universities have a designated office and/or website that details the procedures students should follow in order to document their disability with their school. Students are encouraged to begin the accommodations process with their university as early as possible in the school year. This will ensure that your campus has time to set up the appropriate accommodations that will enable you to thrive in the classroom.

Twenty-First Century Communications and Video Accessibility Act

The Twenty-First Century Communications and Video Accessibility Act (CVAA) is a law that Congress passed to update the telecommunications protections for people with disabilities. Previous laws ensured accessibility for telephones and TVs, but couldn't keep up with new technology. The new law includes safeguards for people with disabilities to access the latest technology like broadband, digital, and mobile innovations - the very technologies that the act is named after.

The CVAA has two main sections. Title I requires that broadband products and services (including smartphones) are fully accessible to people with disabilities. Title II makes it easier for people with disabilities to view video programming on TV and the internet. This includes requiring captioning of shows and re-runs on online streaming services.

For college students with disabilities, the act guarantees equal access to information and communication resources, which are vital for academic success. The provisions on internet-based communications technologies require captioning, descriptive audio, and more on public-facing websites and course materials, allowing disabled students, on campus or online, to use technology for their education. This is especially important for certain classroom accommodations and ensures all students have an equal opportunity to learn and participate in campus life.

Assistive Technology Act

The Assistive Technology Act, first approved by Congress in 1988, promotes awareness of and access to assistive services and devices that can help folks in education and work settings, as well as in other activities. Under this law, each state gets grants to help provide services to people with disabilities.

Wheelchair ramps, accessible parking permits, and large-print books are examples of low-tech assistive devices and services. Medium tech can include enlarged computer keyboards and audiobooks.

High-tech devices are those that are computer-based, such as voice recognition software, screen readers, and voice-activated environment controls.

Evaluating Campus Disability Services

Because students with disabilities tend to have specific needs, selecting the appropriate college may present a challenge. Before applying to a school, it's important to learn as much as possible about the school. Explore whether it is inclusive, accessible, and accepting of those with disabilities.

The size of a school's disability services office can provide insight into its ability to accommodate students. The bigger the staff in that office, the more resources and accommodations they're likely to offer.

Visit the school's website and social media accounts. Search for its disability resource center and clubs or networks for students with disabilities and neurodivergent students.

Students who choose to visit campuses in person can make the most out of their time by learning about the school and the disability services office. Also, visit the financial aid office, dining halls, and health services departments. The school may offer virtual tours if an in-person visit isn't possible.

Email or call to schedule an appointment to speak with particular offices and ask them specific questions.

Gonzalez says you should ask the following:

Can you meet with someone on campus to discuss your accommodations? How will they support you? And what type of resources do they offer?

Does this college or university have programs to meet your needs? Is there a community for students with disabilities on campus?

Are there scholarships available for students with disabilities who would like to attend that college or university?

Once you know what accommodations you'll need, Gonzalez says to consider the institution's quality of support services. These include:

Academic or vocational counseling and planning

Career training and placement options that align with your interests and skills

Housing, employment, and financial services

Social, physical, and mental health and wellness services

When asked how family and friends can support disabled students, Gonzales responded with a few key ways folks can offer support during a student's transition to college. He says it's important to encourage independence and self-advocacy by helping students manage their time and assignments, communicate with professors, and ask for help when needed.

Additionally, it's vital to openly discuss the impact of disabilities on students' lives and what they need to succeed while creating a safe space for others to share their experiences. When accompanying a student to their first appointment with disability services, it's important to prioritize the student's voice and empower them to advocate for themself.

Paying for College

Students with disabilities are eligible for many financial aid and scholarship opportunities.

Federal and state assistance is available. Federal Pell Grants, for instance, do not require repayment. Students with disabilities may also be eligible for government assistance programs such as Social Security Disability Insurance (SSDI) or Supplemental Security Income (SSI).

Nonprofits, schools, and other businesses also offer scholarships. These can supplement students' federal and state financial aid, drastically reducing college expenses.

Students can apply for scholarships specific to their disabilities, as well. The Sertoma Hard of Hearing or Deaf Scholarship and the National Federation of the Blind Scholarship Program are two examples.

Frequently Asked Questions About Students With Disabilities

How do you refer to students with disabilities?

The disability community is split on language. Many people prefer identity-first language: disabled person. Others prefer person-first language: person with a disability.

The best option is to use the language that an individual prefers. Don't assume all people prefer the same language.

What is a disability resource center?

Colleges and universities typically have disability services offices where students can find help with services and accommodations like assistive technology, note-takers, and extra time on tests.

These centers and offices can coordinate with instructors and other campus departments to provide reduced class loads, priority class registration, and housing and parking accommodations, among many other services.

Some colleges also offer tutors and workshops where students can learn study skills.

Can students with disabilities attend college?

Of course! Disability doesn't mean inability. It just may mean a student has to find unique ways to navigate barriers. People with disabilities commonly attend and successfully complete college. They then enter the workforce.

This is why disability legislation exists. It allows students with disabilities to learn alongside their nondisabled peers. Learn about the various types of support different colleges offer. With the right support, students with disabilities can excel in school.

What challenges do students with disabilities face?

Disabilities are wide-ranging and include learning, physical, and psychological disabilities, health challenges, and vision, hearing, and speech conditions.

Some students with disabilities may face challenges in traditional learning environments due to a variety of factors - sensory sensitivities, mobility challenges, or challenges with subject-specific work.

Students with disabilities may have specific transportation needs and face financial challenges and disability discrimination. It's important to get support from the school's disability offices, campus groups, organizations, and others.

With Advice From:

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College Guide for Students with Disabilities | BestColleges

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Thanks to advocacy and legislation, students with disabilities can successfully navigate higher education. Read this guide to learn more.

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Here you will find curated resources on some of the most critical topics in inclusive postsecondary education. Each page features selected key resources, a link to additional resources we have on the topic in our Resource Library, related external links and Frequently Asked Questions on the topic.

Click any state on the map to see information on activities related to postsecondary education for students with intellectual disability (ID) in that state. If there are policies and/or legislation related to postsecondary education for students with ID, we provide a link to that policy/legislation. If there is a statewide organization for inclusive PSE in your state, a link to information about that organization is provided. We also include contact information for someone in the state who can talk to you about postsecondary education for students with ID.

Think College is dedicated to developing, expanding, and improving inclusive higher education options for people with intellectual disability. We conduct and extend our work through several specific grant funded projects. Click the project logo to learn more about that project and its key activities, staff and resources.

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Think College is a national initiative dedicated to developing, expanding, and improving research and practice in inclusive higher education for students with intellectual disability. It is based at the Institute for Community Inclusion, University of Massachusetts Boston.

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Guide to Supporting Career Dev for Learning Disabled

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Transition Alliance Resource to Employment

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Transition Alliance Resource to Employment

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California Transition Alliance List of ACCESS to Resources for Students with Disabilities 

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California Transition Alliance List of ACCESS to Resources for Students with Disabilities 

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CA Transition Alliance Access to Resources for Students With Disabilities 

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is the age when children legally become adults. At this time, they gain the rights of adults, which include the right to vote, marry, apply for a credit card, make medical and financial decisions for themselves, sign contracts, live independently, and much more. In most states the age of majority is age 18.
We invite you to read this tip sheet for parents to learn more about:
________________________

Developed by:
National Secondary Transition Technical Assistance Center (NSTTAC)
National Post-School Outcomes Center (NPSO)

In collaboration with:
Center for Parent Information and Resources (CPIR)
________________________

Who Decides the Age of Majority?

Each state sets the age of majority for young people in the state. In most states the age of majority is age 18. The state also decides if a parent's rights will transfer to the student when he or she reaches the age of majority.

What's the Age of Majority in Your State?

You can find out the age of majority in your state at:
http://minors.uslegal.com/age-of-majority/

What Does the Transfer of Rights Mean for Parents, Youth with Disabilities, and Schools?

Depending on your state's policies, many or all of your rights as a parent may transfer to your son or daughter at age of majority. ( Read more about parental rights of children with disabilities.) If so, then at least one year before your son or daughter with a disability reaches the age of majority, the school must let you and your young person know about any upcoming transfer of rights.

New responsibilities | If your rights transfer to your son or daughter, he or she will have new responsibilities. These include but aren't limited to:

Participating in individualized education program (IEP) meetings (Your child must be invited to the IEP meeting starting at age 16, but it's a good idea to start earlier. And many states do!)

Deciding who is invited to the IEP meeting (e.g., parents, adult service providers, people who know about and understand your son or daughter's disability)

Making decisions about what IEP and post-school goals to include in the plan

Giving signed consent for re-evaluation and changes in placement

Deciding whether or not to continue his or her education

Requesting mediation or other ways to resolve disputes

These are important responsibilities. Is your son or daughter "ready" to take charge of his or her education? What about planning for life after high school? Many parents would probably answer, no, not yet! There is so much to learn still!

The bottom line | The truth of the matter is that age of majority happens whether your son or daughter is "ready" or not. And it happens whether you, as the parent, are ready or not! That's why it's a good idea to:

Take advantage of your child's growing years to build skills needed in the future.

Connect with your state's Parent Center and disability-related community agencies to learn about webinars or workshops they offer related to transition planning.

Foster a team approach that involves your son or daughter.

Lay a solid foundation through discussions, guided support and decision-making, respect, and opportunities for your son or daughter to learn the basic skills that an adult needs.

This tip sheet offers suggestions for doing just that.

Tips for Parents

Start Early: Building confidence and decision-making skills takes time and practice.

As your child grows, let him or her make decisions appropriate to his or her age. This will help prepare your young person for making decisions in adulthood.

Lay the foundation for the coming age of majority

Over time, talk with your son or daughter about the age of majority and what it means to take on the responsibilities of an adult. Examples include:

Paying your bills

Getting a copy of your social security card and birth certificate

Managing your own health care

Living independently

Getting from place to place (e.g., by car, bus, taxi, subway)

Registering to vote

Registering for the selective service (males only)

Signing contracts (for example, to rent an apartment or to make a big purchase such as a car)

Help your young person develop self-knowledge by discussing his or her disability

No one has a greater stake in transition planning than the student with a disability. That's one reason why learning to be an effective self-advocate is a critical part of each student's transition process. Self-advocacy skills help young people shape their own lives and futures. Therefore, over time, explore these important topics with your son or daughter.

Talk with your child about his or her disability. Ask how the disability affects your son or daughter at school, at home, in daily life. Listen to the answers. Discuss.

Also discuss what supports or accommodations help your son or daughter at school, at home, and in daily life. You may be surprised at how on-target and helpful your child's perspective is!

Help your child discover his or her preferences and how to share that information with others. Having good social skills is an important personal asset, now and in the future.

Explore the hopes and dreams your son or daughter has for the future. Help translate these into step-by-step goals.

Are there things that your son or daughter will likely not be able to do in reality, given his or her disability? Explore these, too, in a positive and supportive way.

Talk about disability rights and responsibilities under IDEA, Section 504, and the ADA

Rights | Let your child know that he or she has rights under federal laws such as the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act (608 kb), and the Americans with Disabilities Act (ADA). Talk about those rights. Give concrete examples, especially related to postsecondary education, employment, and life in the community.

IEP meetings | Encourage your son or daughter to attend, participate in, and eventually lead the meeting where his or her IEP is written. Let your son or daughter know that he or she may invite other people to the meeting. That includes you when he or she reaches the age of majority!

Role-play | Role-play IEP meetings ahead of time with your son or daughter. Practice how to greet the other team members, state individual goals, offer suggestions or respectfully disagree, and thank members for their participation.

Prepare your young adult for the future by discussing adult options and choices

Explore options | Explore what options and choices we have as adults with your son or daughter over time. There are plenty of examples in daily life you can use to spark the discussion-recreation choices, driving, living independently, getting a job or going on to postsecondary education, enjoying oneself with friends. These are the kinds of choices and decisions that your son or daughter will be making now or in the future. Talking about them can be fun, too.

Team with adults | Encourage your son or daughter to develop good working relationships with adults. This includes the school staff in high school and, later, employers, fellow employees, landlords, and adult service providers.

Talk about accommodations | Let your youth know that accommodations are available in postsecondary education and work settings. Give examples and discuss. What accommodations or supports would be helpful to your son or daughter in these settings?

Disclosing the disability | Practice with your youth when and how to disclose the disability to an employer or a postsecondary school. Also role-play how to ask for accommodations.

Model | Model the decision-making process by "thinking aloud." State the issues and options you are considering, mull over the pros and cons of each, and allow your son or daughter to see you arrive at a decision.

Let your youth decide! | Give your young person regular opportunities to make his or her own choices. As necessary, help your son or daughter walk through weighing the pros and cons of each option. Then leave the decision up to your child.

Mistakes | Allow your son or daughter to make mistakes. When it isn't a matter of health and safety, he or she can learn from poor choices, just like the rest of us have.

Concerns about Competency: IDEA's Special Rule

IDEA includes a "special rule" about transfer of parental rights when students with disabilities reach the age of majority. The special rule relates to young people:

who do not have the ability to provide informed consent to their educational programs, but

who have not been determined by a court to be "incompetent."

In such cases, states may adopt policies that allow parents to continue representing their son or daughter, even after the age of majority is reached. Parents would continue to represent their young person during the entire time the student is eligible for services under Part B of IDEA.

All this is to say: If you feel that your son or daughter does not have the ability to provide informed consent to his or her special education program, be sure to check your state's policies. (To find out your state's policies, contact your Parent Center.) Most states have procedures that would allow you to continue representing your son or daughter's educational interests after the age of majority. Your son or daughter can still ask that you be included in all IEP team meetings and that you help them make any decisions requiring a signature.

What about Guardianship and Other Options?

Letting children grow up and take charge of their lives is a challenge for many, many parents. It's hard to stand back, watch, and let go. When a young person has a disability that seriously affects decision-making, the challenge of "letting go" is that much greater.

Options? | For some parents, the question of assuming guardianship of their son or daughter will arise. There are other options to be considered as well, such as conservatorship or having an educational advocate. If these possibilities have crossed your mind, you'll need to find out more-much more-before taking action.

Guardianship as a legal matter | Securing guardianship of your son or daughter is a legal matter that has consequences for both parents and offspring. By its very nature, guardianship is quite restrictive-for example, under guardianship, the person is typically considered "incompetent." He or she is usually stripped of the authority to make decisions that is granted to adults.

Suggestions to consider | If you feel you need to learn more about future care-taking options for your son or daughter, here are a few suggestions to get started:

Learn how your state defines guardianship. What guardianship options exist, and what are the laws that govern them?

Find out the differences between guardianship, conservatorship, and having an educational advocate. What would each mean for you and for your son or daughter?

Determine the best way to provide support to your son or daughter. What is the least restrictive way to provide your young person with the support he or she needs to make decisions?

Determine the level of support needed for your son or daughter. How much support does your son/daughter need to make sound decisions and choices? Does he or she need support, for example, in identifying when to make a decision? In exploring options? In coping with the consequences of choices? What types of supports does he or she need?

Consider the "informal" supports your son or daughter already has (e.g., a network of family or friends). Are these enough to support him or her in decision-making, or will more supports be needed?

The time to explore options for supporting your son or daughter in the future is while you are still the one responsible for making decisions about his or her education, safety, and well being. That way, you have time and opportunity on your side. You can support your son or daughter's growth and learning, build his or her capacity to make good decisions, and cultivate the team approach we mentioned earlier in this tip sheet.
To Learn More about the Pros and Cons of Guardianship National Guardianship Association An Overview of Guardianship
Guardianship and Alternatives for Decision-Making Support http://www.caregiverslibrary.org/caregivers-resources/grp-legal-matters/hsgrp-power-of-attorney-guardianship/an-overview-of-guardianship-article.aspx
https://www.guardianship.org/
National Health Care Transition Center
Webinar: Understanding Guardianship and the Alternatives for Decision Making Support (58 minutes)
Types of Guardianship
Definitions, Please!

Note: The following definitions contain the common elements of each term from various sources. However, specifics will vary from state to state. Therefore, it is recommended that you refer to your state's specific definition for each term for a complete understanding of the legal processes that will guide your choices. Terms are presented in alphabetical order.

Age of Majority | This is the age that a state sets for a minor to become an adult and assume legal responsibility for himself/herself and all decisions that accompany that (e.g., financial, medical, educational). In most states, this is age 18.

Guardianship | Guardianship is "a court-ordered arrangement in which one person is given the legal authority to make decisions on behalf of another person whom a court has deemed to be 'incapacitated.'" A guardian can be removed or replaced via a petition to the court. Guardianship can come in many forms and can apply to several areas, as shown below.

Ad Litem | A guardian ad litem is arranged for a designated time period for a designated purpose (e.g., settling a lawsuit).

Emergency/Temporary | Emergency or temporary guardianship is arranged in situations where immediate action is necessary to protect the ward in some manner. Ninety days is a common limit to how long an emergency/temporary guardianship can be in effect.

Full/General/Plenary | Full guardianship transfers legal authority for all aspects of a ward's life to the guardian. This includes, but is not limited to, making decisions concerning the ward's "living arrangements, education, social activities, medical care, right to marry and association with others."

Limited | Limited guardianship is an arrangement in which a guardian is given legal rights to make decision only in certain areas of a ward's life (e.g., health care).

Testamentary | Testamentary guardianship is an arrangement in which a current guardian designates a successor guardian for a ward in a will. Upon the original guardian passing away, the successor guardian assumes the legal responsibility for the ward.

Incapacitation/Incompetency | An incapacitated or incompetent person is someone who the courts determine is unable to make "informed decisions" about his or her personal care or the care of his or her affairs due to a mental illness, physical illness, disability, or other condition. These decisions can include decisions about the person's finances, residence, education, vocational programs, behavioral programs, medical or dental care, or legal matters. The level of incapacitation is a threshold issue that determines what level of guardianship is granted.

Ward | The term "ward" refers to the individual who is under guardianship as a result of being deemed incapacitated or incompetent by the courts.

Resources and Helpful Connections
Age of Majority in Your State Life after IEPs National Resource Center for Supported Decision-Making
http://supporteddecisionmaking.org/
https://www.pacer.org/transition/resource-library/publications/npc-19.pdf
http://minors.uslegal.com/age-of-majority/
Growing up is natural, it's inevitable, and it's exciting. We hope that this tip sheet has helped you and your young person get ready. May all our sons and daughters go forth, make their foolish mistakes despite our warnings, enjoy their triumphs, ask for our help when they need it, and build their lives as independently and satisfyingly as possible.

Need more information? | Consult the list of resources listed below.

Your state's PTI or CPRC
Every state has at least one Parent Training and Information Center. Many states also have a Community Parent Resource Center. Both are excellent resources for parents and young adults to consult during transition planning and afterwards. There, you and your son or daughter can connect with the network of disability-related resources and agencies in your state and community, attend workshops on topics of importance, find answers to disability questions, and much more. Find your Parent Center at:
https://www.parentcenterhub.org/find-your-center/

Age of Majority | What IDEA requires and what age of majority means
https://www.parentcenterhub.org/repository/age-of-majority/

Transition to Adulthood Suite
This suite is made up of 9 webpages of resources on the entire transition and postsecondary process, including transition planning in secondary school, getting students involved in writing their own IEP, independent living, finding adult services, and connections to employment and postsecondary education connections.
https://www.parentcenterhub.org/repository/transitionadult/

Other Tip Sheets in This Series

This tip sheet is part of a series written to support parents and youth with disabilities as youth approach the "age of majority." The series includes:

These tip sheets are copyright free, so please do feel free to share them with others.

**Highly Rated Resource! This resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of "High Quality, High Relevance, High Usefulness" to Parent Centers.
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Acknowledgements, with Many Thanks!

Collaborating partners | This tip sheet was developed in collaboration between the:

Thanks to reviewers | We extend our appreciation to the many stakeholders (e.g., parents, students, SEAs, LEAs) for their generous ideas, support, and time in the development of these tools.

Special thanks to Parent Center reviewers | Special thanks goes out to Barb Buswell, Bebe Bode, Laura Nata, and Dorie France for providing guidance throughout the project. Without their contributions, these fact sheets would not have been possible. Thank you.

Cooperative agreement references | This document was developed by the:

National Post-School Outcomes Center, Eugene, Oregon (funded by Cooperative Agreement Number H326U090001) with the U.S. Department of Education, Office of Special Education and Rehabilitative Services;

National Secondary Transition Technical Assistance Center, Charlotte, NC (funded by Cooperative Agreement Number H326J11001) with the U.S. Department of Education; and

Center for Parent Information and Resources, Newark, NJ (funded by Cooperative Agreement Number H328R130014) with the U. S. Department of Education.

This document has NOT been reviewed and approved by the Office of Special Education Programs. Opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Department of Education.

OSEP Project Officers | Carmen Sánchez and Dr. Selete Avoke

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Getting Ready for When Your Teen Reaches the Age of Majority: A Parent's Guide

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is the age when children legally become adults. At this time, they gain the rights of adults, which include the right to vote, marry, apply for a credit card, make medical and financial decisions for themselves, sign contracts, live independently, and much more. In most states the age of majority is age 18.