SPECIAL ED SPEAKS

Transition planning is a team-driven process designed to prepare students with disabilities for life after high school. As part of the IEP, it ensures that students are building the skills, experiences, and supports they’ll need for adulthood. By law, transition planning must begin no later than age 16, but it can (and often should) start earlier when the IEP team decides it’s appropriate. Transition instruction does not replace academic instruction! Transition instruction works in tandem with academic instruction.

Transition focuses on the skills students truly need after high school—employment, education, independent living, and community participation. Without it, many students leave school unprepared for adult responsibilities.

Transition planning builds self-advocacy, decision-making, and problem-solving, helping students take ownership of their future. Teachers play a key role in guiding students toward independence, rather than lifelong dependence.

Under IDEA (Individuals with Disabilities Education Act), transition services must be included in the IEP by age 16 (or earlier if appropriate). Teachers ensure compliance while providing meaningful, individualized instruction.

Transition makes learning relevant. Teachers link classroom instruction to real-world experiences—like jobs, college, or independent living. This increases student motivation and engagement.

Teachers guide families through the shift from school-based services to adult systems (vocational rehab, community supports, Social Security, etc.). This teamwork helps families feel prepared instead of overwhelmed.

Research shows students who receive effective transition services are more likely to get and keep a job, pursue higher education or training, live more independently, and participate actively in their communities.

IN SHORT: Teaching transition is about equipping students with the tools for a meaningful adult life. Teachers are the bridge between school and the future.