For the child with a disability, this developmental period can be fraught with even greater apprehension, for a variety of reasons. Depending on the nature and severity of the disability, special education professionals and parents may play more of an ongoing role in the child's life even after he or she leaves secondary education. Historically, parents and their children have spent years actively involved in Individual Educational Plan (IEP) development and meetings, transitional IEP (ITEP) development, and Committee on Special Education (CSE) meetings concerning educational and developmental welfare. Depending on the mental competence (the capability to make reasoned decisions) of the child with disabilities, some parents may have to continue to make vital decisions affecting all aspects of their children's lives; they need not shy away, thinking that they are being too overprotective if they are involved in the child's life after the child leaves school. On the other hand, the parents of children not affected by diminished mental competence should use all their energies to encourage the child's steps toward independence.

Since planning for the future of a student with disabilities can arouse fear of the unknown, a parent may tend to delay addressing these issues, and instead focus only on the present. It is our belief, however, that working through these fears and thinking about the child's best future interest will ensure a meaningful outcome. Regardless of the nature and severity of a disability, parents will be exposed to a transitional process during the child's school years that will provide a foundation for the adult world. This transitional process will include many facets of planning for the future and should be fully understood by everyone concerned each step of the way. Planning for the future is an investment in a child's well being and the purpose of this section of NASET  is to help you understand all the aspects of this important time.

If you are a special education professional or professional, working with students 14 and older than you will need to be fully informed of all the areas involved in the transition phase. While you will not be directly involved in many of these areas, you can assist the parent through awareness, information, and support. Knowing what students and parents must face in order to successfully transition into adult life is a crucial part of special education for children ages 14-21.NASET hopes this section will provide that education and awareness.

All of the links provided are assessments created by others (noted with each link) and lead to outside websites.  If a link is not working – there is a chance it has been taken down or is no longer available."

Here is a list of assessments that are offered: College and Career framework, TransitonTN, Post Secondary Transition Plan Center, What is your learning style, and Preferences for Leisure Attributes(PLA) Assessment.

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."

This is a great starting point for families to see how transition assessments work and what they consist of. Which allows for open communication between schools and families.