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 State-approved Training

For additional information related to transition planning please view the state-approved transition services training.


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A Teacher's Role in Transition Planning

Educators are responsible for facilitating the transition process by encouraging parent and student participation and facilitating their participation in transition planning. Specific strategies will depend on the age of the student and the type of transition being planned, and should be directed by the unique needs of each student and family. (Smith, Gartin, Murdick, & Hilton 2005)

So what does this look like? Responsibilities:

  • Conduct IEP meetings for transition planning and exit meetings
  • Assist students/parents in projecting post-school goals and in choosing services
  • Collect and disseminate information
  • Assign responsibilities and establish timelines
  • Create instructional/vocational training options
  • Solve problems with service delivery
  • Provide information about agency services
  • Evaluate the effectiveness of the program

IEP Team Members

School Personnel

School personnel includes guidance counselors, Career and Technical Education teachers, paraprofessionals and school-to-work coordinators. Ideally, the career assessments and exploration of students in a school district will include students with disabilities. Along with non-disabled peers, students with IEPs would be included in any career pathways or school to work systems the district has. Special educators and the school psychologist would support that process.

Special Education Personnel

Special educators, school psychologists, paraprofessionals as well as physical, occupational and speech therapists assist in collecting the information necessary for the transition assessments to identify the postsecondary goal, and to establish annual IEP goals for the student. They help match student needs and interests with an appropriate career path. Further, they coordinate the activities in the IEP from one level to the next to provide a smooth and comprehensive transition within the school-based program and beyond.


The student, with support if appropriate, assumes responsibility for identifying a career path or a postsecondary goal, suggesting activities and services for his or her own transition plan, and providing feedback about the quality of experiences and services provided. The student states preferences and desires, advocating for needs and desires, as well as committing to the plan.


Parents and family members provide valuable insight into the background, values, and needs of the student. The family participates in all phases of the development of the transition activities, including the implementation and evaluation of the IEP. They may also contribute pertinent information from others who are involved with the student.

Service Agencies and Adult Service Providers

Representatives of agencies and adult service providers present specific information regarding the type and kind of services available through the agency.



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 Educator Documents

SASC Handbook-final.pdf
10/9/2012 10:15 AMResource
SASC Table.pdf
5/2/2012 4:46 PMResource