page you will find information about transition from school settings to
post-school settings. This transition process should begin as early as possible
but formally begins when a student with a disability turns 16 (19 TAC §89.1055(g)(1-9) and 34 CFR §300.320(b)). Post-school
settings and activities include:
- Post-secondary education;
- Vocational education;
- Integrated employment (including supported employment);
- Continuing and adult education;
- Adult services;
- Independent living; and
- Community participation.
As early as possible,
schools should begin developing programs and services, based on a student’s
strengths, preferences, and interests that focus on:
- Related services;
- Community experiences;
- Development of
employment and other post-school adult living objectives; and
- If appropriate, daily
living skills and a functional vocational evaluation (34 CFR 300.43).
Helpful resources related
to transition planning are provided below.
The Transition in Texas: Statewide High School Transition Network is lead by Education Service Center (ESC) 11. ESC 11 coordinates statewide activities that address high school student’s needs related to secondary transition. These activities include:
- Local and statewide needs assessments;
- State priorities;
- Development of a state and regional plan; and
- Evaluation of statewide activities’ effectiveness.
The Texas Transition and Employment Guide provides information on statewide services and programs that assist students with disabilities in the transition to life outside of the public school system. Comments or additional thoughts can be sent to email@example.com.
A Legal Framework addressing Transition Services is available from ESC 18.
The Texas Project First website provides
parents with information about Special Education in Texas. On the site’s home
page, parents will find information most relevant to the age group of their
child. Transition topics can be found under Age Ranges 11-16 and 17 -21.
The Texas Education
Agency (TEA) participated with the Health and Human
Services Commission and the Texas Workforce
Commission on an Employment-First
Task Force, created by the 83rd Texas Legislature, Regular Session (2013). During
its tenure, the task force was responsible for promoting competitive employment
opportunities that provide a living wage for individuals with disabilities,
including the state's Employment-First Policy. TEA formally adopted the policy.Effective
September 1, 2017, a Memorandum of Understanding (MOU)was signed between the Texas Workforce
Commission (TWC) and the Texas
Education Agency (TEA). The MOU is to
promote collaboration in the delivery of transition services, including
pre-employment transition services, for students with disabilities
transitioning from secondary education to employment and independent living
mandated by the Individuals with Disabilities Act (IDEA), as amended, and the
Workforce Innovation and Opportunity Act (WIOA). The implementing regulations for both WIOA
and IDEA require the formalization of interagency agreements concerning the transition services for students
with disabilities who have an Individualized Education Program (IEP). The MOU will help improve the dissemination
of information about TWC’s Vocational Rehabilitation (VR) services and specify
the process TEA and TWC will use to
develop and update the mechanism used to target students.
The Texas Council for Developmental Disabilities is a 27-member board that ensures all Texans with developmental disabilities have the opportunity
to become independent, productive and valued members of their communities.
The Council works to ensure that the service
delivery system provides comprehensive services and supports that are easy to
access and that are cost effective.
The Texas Higher Education
Coordinating Board helps Texas meet the goals of the
state’s higher education plan, Closing the Gaps by 2015.
Meeting these goals means a bright future of economic vitality, social
independence, and civic engagement for the citizens of Texas.
The following resources provide information at the national level:
The Family Center on Technology
and Disability supports organizations and programs that work
with families of children and youth with disabilities. The center offers a wide
range of information and services on the subject of assistive technologies.
Association of State Directors of Special Education (NASDSE) has been
providing dedicated leadership to continuously improve educational services and
outcomes for students with disabilities in the states and federal territories
for 70 years. Focusing on policies and practices to improve educational
outcomes for students with disabilities is critical to ensuring their full
participation and contribution in education, employment and society.
The IDEA Partnership
Project (Partnership Project) works with state agencies and stakeholders to
improve outcomes for students and youth with disabilities through shared work
and learning. The IDEA Partnership reflects the collective work of more than 55
national and state organizations, technical assistance providers, and agencies.
Together with the Office of Special Education Programs (OSEP), the Partner
Organizations form a community with the potential to transform the way we work.
Center on Secondary Education and Transition 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.
The Post-Outcomes Network assists with the
dissemination of research findings and develops professional papers, briefs,
teaching materials, and other publications designed to share information with a
wide and diverse audience about research, promising practices, and policy
National Dropout Prevention Center for Students with Disabilities
supports the national implementation IDEA provisions to ensure successful
school outcomes for students with disabilities by assisting local education
agencies to increase school completion rates and decrease dropout rates among
students with disabilities.
The National Technical Assistance Center on Transition (NTACT)assists states in
building capacity to support and improve transition planning, services, and
outcomes for youth with disabilities. Objectives include assisting State
Education Agencies with collecting data on IDEA (2004) Part B State Performance
Plan Indicator 13 and using that data to improve transition services.
Department of Education OSEP improves results for infants, toddlers, children and youth with
disabilities aged birth through 21 by providing leadership and financial
support to states and local districts.