Transition

This is usually a time in the family’s life when students may be initially identified as needing special education. As families begin interacting with their IEP team, families should always keep in mind that the purpose of all education at all levels is to prepare a child for their future. Your IEP team will have access to the Missouri Learning Standards for students in early childhood settings. 

The two key components to focusing on better outcomes are soft skills and self-determination. 

Families with students attending elementary school will find that the conversations at the IEP often are directly linked to the academic content being taught at that grade. Reading, writing, math, language (including social skills) and speech skills are often the cornerstone of the IEP discussion. However, consideration for the following soft skills as well as skills related to self-determination should be a part of the IEP discussion. Teams and families can also consider the Pre-Vocational Guidelines.

The two key components to focusing on better outcomes are soft skills and self-determination.

Families with students attending middle school will find that the conversations at the IEP often are directly linked to the academic content being taught at that grade. Reading, writing, math, language (including social skills) and speech skills are often the cornerstone of the IEP discussion. However, consideration for the following soft skills as well as skills related to self-determination should be a part of the IEP discussion. Teams and families can also consider the Pre-Vocational Guidelines.

The two key components to focusing on better outcomes are soft skills and self-determination.

By the minimum age of 16, federal law mandates that the IEP for every student address post-secondary transition needs.

The two key components to focusing on better outcomes are soft skills and self-determination. Here are a few suggestions for students at this age:

In order for transition to be the focus of the IEP, it is suggested that the discussion begin with the end in mind and involve students to the extent that the student is able to participate.

There also must be evidence that the student was invited to the IEP team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP team meeting with the prior consent of the parent or student who has reached the age of majority.

Students may be asked to present some or most of the information at their IEP meeting. Student engagement at the IEP meeting is a valuable experience for all members of the team. Preparing students to speak to others about their strengths and needs is an important step toward adult life and self-determination.

It is encouraged that students are involved in creating the goals and action plans for the IEP cycle as well as providing input into the services, modifications and accommodations that they may need to be successful.