Transition
Access to information about transition is important for all learners and listed below are relevant resources pertaining to the transition from high school to college, to work, and to life. Information about rights of students and families, helpful web resources, and a collection of transition-related research articles are included. We realize that these lists are not exhaustive; if you are aware of transition research or resources that are not listed, especially those that pertain to the use of accessible instructional materials, please share them with us at aim [at] cast [dot] org.
Rights
Relevant Legislation
Q and A: Questions and Answers on Secondary Transition
A frequently asked questions (FAQ) document developed by the Office of Special Education and Rehabilitative Services (OSERS) to “provide SEAs, LEAs, parents, and other interested parties with information regarding secondary transition for students with disabilities.”
The Provision of Accessible Instructional Materials to Students with Disabilities under IDEA, Section 504, and Title II of the ADA: An Overview for Families and Educators
Prepared by Joanne Karger, J.D. Ed. D., the purpose of this brief is to help families understand the legal provisions underlying the right of students with disabilities who need accessible instructional materials to receive these materials in a timely manner. This right is based on provisions in the Individuals with Disabilities Education Act (IDEA) as well as in the disability civil rights statutes Section 504 and Title II of the Americans with Disabilities Act (ADA).
Frequently Asked Questions About Section 504 and the Education of Children with Disabilities
Developed by the Office of Civil Rights (OCR) and the U.S. Department of Education, this document details information on Section 504 of the Rehabilitation Act. It includes information about the interrelationship between IDEA 2004 and Section 504.
Students with Disabilities Preparing for Post-Secondary Education: Know Your Rights and Responsibilities
"The information in this pamphlet, provided by the Office for Civil Rights (OCR) in the U.S. Department of Education, explains the rights and responsibilities of students with disabilities who are preparing to attend post-secondary schools. This pamphlet also explains the obligations of a post-secondary school to provide academic adjustments, including auxiliary aids and services, to ensure the school does not discriminate on the basis of disability.”
Transition of Students With Disabilities To Post-Secondary Education: A Guide for High School Educators
From the Office of Civil Rights: “The purpose of this guide is to provide high school educators with answers to questions students with disabilities may have as they get ready to move to the post-secondary education environment.”
Summary of Performance
Under the reauthorization of the Individuals with Disabilities Education Act of 2004, upon graduation from high school, a student must have a Summary of Performance (SOP). It includes information about a student’s academic achievement and performance as well as recommendations for helping the student with their post-secondary plans.
“For a child whose eligibility under special education terminates due to graduation with a regular diploma, or due to exceeding the age of eligibility, the local education agency “shall provide the child with a summary of the child’s academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s post-secondary goals” §Sec. 300.305(e)(3).” (
Completing the Summary of Performance Form
An activity from NSTTAC that helps users to complete Summary of Performance (SOP) forms. This activity includes a video walk-through of the process.
Association of Higher Education and Disability (AHEAD): Information you should know to understand the changes to the law and its impact on post-secondary education
AHEAD.org details general information about the SOP in relation to post-secondary education. It includes a Q&A about the changes in IDEA 2004, some historical background, and other information.
Project Forum Policy Analysis on “Summary of Performance”
In March 2008, Project Forum conducted a survey of 40 SEAs and their efforts to support LEAs in using the SOP with students with disabilities. This report details their findings, which includes information on SOP state policies, perceptions of the SOP, and some of the challenges in implementing the SOP.
Resources
National Center on Secondary Education and Transition (http://www.ncset.org/)
“The National Center on Secondary Education and Transition (NCSET) coordinates national resources, offers technical assistance, and disseminates information related to secondary education and transition for youth with disabilities in order to create opportunities for youth to achieve successful futures.”
National Secondary Transition Technical Assistance Center (NSTTAC) (http://www.nsttac.org/)
“NSTTAC will help states build capacity to support and improve transition planning, services, and outcomes for youth with disabilities and disseminate information and provide technical assistance on scientifically-based research practices with an emphasis on building and sustaining state-level infrastructures of support and district-level demonstrations of effective transition methods for youth with disabilities. The NSTTAC will provide efficient and effective large-scale implementation and sustainability of research-based secondary transition.”
AHEAD.org Transition Resources A–Z (http://www.ahead.org/students-parents/transitions)
AHEAD. org offers a comprehensive listing of transition resources on the web.
New York State Education Department: Transition Resources for Students, Families, and Schools (http://www.p12.nysed.gov/specialed/transition/sandf.htm)
A list of resources on transition including state and federal resources, life after high school, and information on transitioning to college.
Universal Design for Transition: A Roadmap for Planning and Instruction (http://serclibrary.blogspot.com/2010/10/some-of-latest-transition-and-career.html)
Written by Colleen A. Thoma, Christina C. Bartholomew, and LaRon A. Scott, this "238-page guide applies the principles of universal design for learning to transition for students with disabilities. This concept is called UDT or universal design for transition and can support the planning for transition from school to adult life. This book provides practical guidance and teaching tips and information on technology supports, the assessment process, IEPs, employment, secondary education, community living, and recreation and leisure. Includes case studies and reproducible pages.”
Think College (http://www.thinkcollege.net)
Think College is an initiative of the Institute for Community Inclusion (ICI) at the University of Massachusetts, Boston. This initiative focuses primarily on providing information about post-secondary opportunities for students with physical/developmental disabilities. In their publication, What Youth and Families Should Know About the Transition to Post-Secondary Education for Students with Intellectual Disabilities, Shari Barr, Joe Timmons, and Chris Opsal outline information on preparing for the transition from high school to college.
Post-Outcomes Network of the National Center on Secondary Education and Transition (http://www.ncset.hawaii.edu/)
“The National Center on Secondary Education and Transition (NCSET; www.ncset.org) is a partnership of six organizations involved in a wide range of efforts focused on the secondary education and transition of youth with disabilities.”
Opening Doors to Post-Secondary Education and Training: Planning for Life After High School
Developed by the Wisconsin Department of Public Instruction, this handbook provides students, parents, and school counselors with information on planning for life after high school. The handbook provides guidance on developing self-advocacy skills as well as identifying important transition resources.
Preparing for College: An Online Tutorial
Developed by the University of Washington, this online tutorial guides parents, teachers, and students through the transition from high school to post-secondary education.
Checklist for Transitioning from High School to College
The National Center for Learning Disabilities (NCLD; http://www.ncld.org/) has prepared a downloadable checklist (PDF) that highlights some of the differences between high school and college.
Research and Information
Findings from the Study of Transition, Technology, and Post-Secondary Supports for Youth with Disabilities: Implications for Secondary School Educators
Robert A. Stodden, Megan A. Conway, Kelly B.T. Chang
Fall 2003 http://www.acteonline.org/uploadedFiles/About_CTE/files/FindingsFromTransition.pdf
Abstract: Over the past twenty years, changes in the nation’s labor market have increased the importance of possessing a post-secondary degree. Students who continue their education after high school maximize their preparedness for careers in today’s changing economy as they learn the higher order thinking and technical skills to take advantage of current and future job market trends. For individuals with disabilities, completion of some type of post-secondary education, including vocational-technical training, significantly improves their chances of securing meaningful employment. Therefore, it is necessary to ensure that youth with disabilities are fully prepared in secondary school to continue on to and to meet the challenges of post-secondary education. The successful use of technology and other supports plays a critical role in this preparation. The purpose of this article is to (a) describe findings from a five-year research project at the University of Hawaii at Manoa that demonstrates the importance of post-secondary school for individuals with disabilities and highlights the current status of post-secondary access for these individuals, (b) discuss barriers to the successful transition between secondary school and post-secondary school for youth with disabilities, and (c) explore the implications of these findings for secondary school preparation.
High-Stakes Test Accommodations
M. Banerjee, S. Shaw
2007 http://aei.sagepub.com/content/32/3/171.short
Abstract: Given the latest reauthorization of the Individuals with Disabilities Education Act (IDEA) and evolving views on the identification of cognitive disabilities in special education, many high school graduates with learning disabilities and/or attention-deficit/hyperactivity disorder will have a Summary of Performance (SOP) in lieu of a recent psychoeducational evaluation as their primary documentation of disability from high school. This article discusses potential challenges faced by high school students in establishing eligibility for high-stakes test accommodations for college. There is skepticism regarding the SOP document in terms of satisfying established disability documentation requirements and documentation review criteria of testing agencies that administer college admission exams such as the SAT and the Graduate Record Examination. Recommendations for documentation of disability by high school personnel, as well as disability documentation review policies for high-stakes testing agencies, are proposed.
How to Complete a Summary of Performance for Students Exiting to Post-Secondary Education
L. Dukes, S. Shaw, J. Madaus
2007 http://aei.sagepub.com/content/32/3/143.short
Abstract: The Individuals with Disabilities Education Improvement Act of 2004 mandates that students with disabilities graduating or aging out of the P-12 school system be provided with a summary of academic achievement and functional performance (SOP). The SOP should provide the student with one document that summarizes available formal and informal assessment data. This article presents an overview of the SOP, as well as an example SOP for a hypothetical student. The SOP form used in this article is based on the template developed by the National Transition Assessment Summit, which has been ratified by seven national and international professional disability organizations.
Self-Determination in Secondary Transition Assessment
S. Field, A. Hoffman
2007 http://aei.sagepub.com/content/32/3/181.abstract
Abstract: Self-determination knowledge and skills are important life skills for success throughout one's life. Therefore, it is important to assess the component skills that lead to self-determination so that appropriate instructional programs, supports, and accommodations to increase student self-determination can be provided. By involving students and families as important team members in the assessment process, valuable information can be gathered, student and family ownership of assessment results is increased, and support for student self-determination is demonstrated. A self-determination approach to assessment can help transition teams gather information about students' needs, strengths, interests, and preferences so that appropriate transition goals can be established. A self-determination focus in assessment can also help ensure that pertinent information is included in students' summaries of performance. Suggestions for practical strategies to promote and assess student self-determination through transition assessment are provided.
Implementing the SOP for Effective Transition: Two Case Studies
M. Izzo, C. Kochhar-Bryant
2006 http://cde.sagepub.com/content/29/2/100.abstract
Abstract: This article provides two case studies of students with disabilities who are each exiting high school with a quality Summary of Performance (SOP) that enhances their successful transition to either college or employment. The authors present and discuss the essential components of the SOP for two students: one with a learning disability and a post-secondary goal of college and the other with a cognitive disability and a post-secondary goal of supported employment. Finally, the authors examine the benefits of completing quality SOPs for the student, the family, adult service providers, and employers.
The Summary of Performance as Transition Passport to Employment and Independent Living
C. Kochhar-Bryant
2007 http://aei.sagepub.com/content/32/3/160.abstract
Abstract: Individuals with moderate to significant disabilities experience the most serious challenges in accessing employment and independent living when they exit high school. Therefore, the process of transition assessment conducted in school should be structured to provide relevant information for adult service providers and employers. For individuals with employment and independent living as their post-secondary goals, the Summary of [academic and functional] Performance (SOP) required by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) can serve as a powerful “passport” that promotes access, accommodation, and self-determination upon exit from school. This article discusses the value and structure of the SOP for individuals with employment and independent post-secondary goals. It provides an example SOP for a student that demonstrates the relevance of formal and informal data as the student makes the transition from high school to employment.
What Key Information Can Be Included in a Comprehensive Summary of Performance?
J. Madaus, S. Bigaj, S. Chaouleas, B. Simonsen
2006 http://cde.sagepub.com/content/29/2/90.short
Abstract: The newly reauthorized version of IDEA, the Individuals with Disabilities Education Improvement Act of 2004, requires that school districts provide students who graduate or exceed age eligibility for special education with a Summary of Performance (SOP). The SOP should contain a summary of the student's academic achievement and functional performance and provide recommendations on how to assist the child in post-secondary environments. In this article, the authors present a range of assessment data—both formal and informal—that is likely available in a student's file to incorporate into a comprehensive SOP document. They use the template developed by The National Transition Documentation Summit to organize their comments and recommendations.
Legal and Policy Perspectives on Transition Assessment and Documentation
S. Shaw
2006 http://cde.sagepub.com/content/29/2/108.short
Abstract: Federal policy regarding students with disabilities in the 21st century has emphasized a concern for adult outcomes. Recent federal legislation, particularly the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA), retitled the Individuals with Disabilities Education Improvement Act, has sought to foster productive transition to help students fulfill post-secondary goals. In this article, the author reviews new policies regarding transition assessment and documentation, with a focus on how the new Summary of Performance requirement aligns with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990.
The Transition Assessment Process and IDEIA 2004
P. Sitlington, G. Clark
2007 http://aei.sagepub.com/content/32/3/133.short
Abstract: This article will first provide an overview of the transition assessment process in terms of the requirements of the Individuals with Disabilities Education Improvement Act of 2004 and the basic tenets of the process. The second section will provide an overview of the methods of gathering assessment information on the student and on the living, learning, and working environments he or she has identified as part of the transition planning process. The roles of key personnel in the transition assessment process will then be identified. Finally, recommendations will be listed for tying the results of the transition assessment process into the Individualized Education Program, including providing information for the Summary of Performance.
The Evolution of Career, Vocational, and Transition Assessment: Implications for the Summary of Performance
P. Leconte
2006 http://cde.sagepub.com/content/29/2/114
Abstract: The content and processes of career, vocational, and transition assessment have necessarily changed as transition planning and programming have become more definitive and sophisticated. These assessment processes are intended to contribute meaningful information to the newly required Summary of Performance for transitioning youth with disabilities. In this article, the author explores promising methods for using assessment results to develop and implement transition plans and services. She traces the historical origins of transition assessment and presents two theoretical orientations. The author also discusses the transformative use of assessment for transition, as well as interpretations of legislation and how they can shape assessment services. Finally, she explores the content and processes of transition assessment in relation to common pathways for achieving educational, career, and transition success.
What Works Transition Research Synthesis (http://www.nsttac.org/ebp/what_works.aspx)
Funded by the Office of Special Education Programs (OSEP), this project reviews the research that has been done on transition for students with disabilities. A series of papers is posted on the NSTTAC web site at the URL listed.