Transition Planning Process

The following table was taken from the book, Strategies for Teaching Learners with Special Needs (2018) and developed by Patton & Dunn in 1998 and revised by Patton & Clark in 2014):


 * Transition Process starts EARLY - address post-school topics through the curriculum or during instruction. Begins in elementary school and should be covered through math, writing, reading, science, and social studies.
 * Expose the students to post-secondary opportunities so they can dream about their future --> take the student's dream and explore realistic careers and opportunities based off the students preferences, interests, and strengths.
 * Around age 16 - comprehensive transition needs assessment should be given to determine the student's needs, preferences, interest, and strengths. Sometimes, further assessments should be given to know exactly what transition needs are appropriate and necessary.
 * Transition planning - specific transition goals and activities should be developed. These goals and activities should incorporate academic/instructional goals as well as services/agencies needed in the workforce.
 * Upon GRADUATION and/or student reaching age of 22, a summary of performance should be developed to help the student after high school. Collaboration between the teacher, parent, student, and other service providers (e.g. adult agencies) occurs to help support the demands of adulthood outside of the school.
 * Upon GRADUATION and/or student reaching age of 22, a summary of performance should be developed to help the student after high school. Collaboration between the teacher, parent, student, and other service providers (e.g. adult agencies) occurs to help support the demands of adulthood outside of the school.