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Transition Planning for Students with Disabilities

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<h1>Transition Planning for Students with Disabilities</h1>
<p>This playbook guides educators and support staff through the process of transition planning for students with disabilities. It outlines the steps to prepare students for moving from school to post-secondary education or employment.</p>

<h3>Step 1: Assessment</h3>
<p>Conduct a thorough assessment of the student's abilities, preferences, interests, and needs to form the basis of the transition plan.</p>

<h3>Step 2: Goal Setting</h3>
<p>Establish clear short-term and long-term goals with the student, considering their career interests, educational aspirations, and independent living skills.</p>

<h3>Step 3: Plan Development</h3>
<p>Develop a transition plan that includes necessary steps, services, and supports to assist the student in reaching their individual goals.</p>

<h3>Step 4: Community Links</h3>
<p>Identify and forge connections with community agencies, higher education institutions, and potential employers that can provide opportunities and support for the student.</p>

<h3>Step 5: Skill Building</h3>
<p>Focus on building critical life and vocational skills that will aid in the student's transition. These skills may range from job-specific competencies to general life skills such as budgeting and communication.</p>

<h3>Step 6: Implementation</h3>
<p>Put the transition plan into action, ensuring active involvement of the student, their family, and relevant professionals or agencies.</p>

<h3>Step 7: Monitoring</h3>
<p>Regularly monitor the student's progress towards their transition goals, and make adjustments to the plan as necessary.</p>

<h3>Step 8: Review &amp; Update</h3>
<p>Annual or more frequent reviews of the transition plan should be conducted, updating goals and services to align with the student's evolving needs and preferences.</p>

<h3>Step 9: Transition Execution</h3>
<p>Execute the transition according to the plan, providing support during the move to new environments, whether educational or vocational.</p>

<h2>General Notes</h2>

<h3>Collaboration</h3>
<p>Transition planning should be a collaborative effort that includes students, family members, special education staff, general educators, and relevant service providers.</p>

<h3>Legal Compliance</h3>
<p>Ensure that the transition planning process complies with all applicable laws and regulations, such as the Individuals with Disabilities Education Act (IDEA).</p>

<h3>Customization</h3>
<p>Each transition plan must be individualized based on the specific needs, goals, and preferences of the student, rather than a one-size-fits-all approach.</p>

<h3>Continuous Support</h3>
<p>Support for the student should not cease after transition; post-transition follow-up can be crucial to ensuring ongoing success.</p>