Transition Planning and the Role of Stakeholders in Education, Employment and Independent Living of Students with Disabilities
Author(s): Dr. Arjun Prasad
Authors Affiliations:
Dr. Shakuntala Misra National Rehabilitation University, UP, Lucknow- 226217
DOIs:10.2017/IJRCS/202508014 | Paper ID: IJRCS202508014Transition in special education means preparing students with disabilities to smoothly transition from school to life beyond adulthood, including smooth and successful transitions to job training, independent living skills, and social skills. Transition planning is a planned process that begins at age 16 and prepares students for the future according to their abilities and interests. The Individuals with Disabilities Education Act (IDEA), 2004 mandates transition planning for all youth with disabilities. An Individual Education Plan (IEP) is created for each student in special education, which includes a transition plan. The IEP team consists of the student, parents, teachers, and other professionals. The transition services section of the IEP is a long-term individualized plan that addresses future goals in at least three areas required by IDEA, 2004: education/training, employment/job, and independent living. In transition planning for students with disabilities, students, schools and families all play important, interrelated roles. This article seeks to understand transition planning for students with disabilities, highlight key areas and the roles of students, schools and families in its development, and offers suggestions for developing a good transition plan.
Dr. Arjun Prasad (2025); Transition Planning and the Role of Stakeholders in Education, Employment and Independent Living of Students with Disabilities, International Journal of Research Culture Society, ISSN(O): 2456-6683, Volume – 9, Issue – 8, Pp.87-90. Available on – https://ijrcs.org/
[1] Blackbory, J., & Wagner, M. (1996). Longitudinal postschool outcomes for youth with Disabilities: Findings from the national longitudinal transition study. Exceptional Children, 53, 507-514.
[2] Cronin, M., Patton, J., & Lock, R. (1997). Transition planning for students with special needs. In T.F. Harrington (Ed.), Handbook of career planning for students with special needs. (2nd ed., pp. 319-353). Austin: PRO-ED.
[3] Getzel, E., & Defur, S. (1997). Transition planning for students with significant disabilities: Implications for student-centered planning. Focus on Autism & Other Developmental Disabilities, 12(1), 4-14.
[4] Nisbet, J., Covert, S., & Schuh, M. (1992). Family involvement in the transition from school to adult life. In F.R. Rusch, L. DeStefano, J. Chadsey-Rusch, L. A. Phelps, & E. Szymakski (Eds.), Transition from school to adult life: Models, linkages, and policy (pp.407-424). Sycamore, IL: Sycamore Publishing
[5] Storms, J., O’Leary, E., & Williams, J. (2000). Transition requirements: A guide for states, districts, schools, universities, and families. Minneapolis, MN: Institute on Community Integration
[6] Timmons, J., Whitney-Thomas, J., McIntyre, J., Butterworth, J., & Allen, D. (2004). Managing service delivery systems and the role of parents during their children’s transitions. Journal of Rehabilitation, 70(2), 19-26.
Websites:
https://www.ecac-parentcenter.org
https://iris.peabody.vanderbilt.edu
https://nottinghamshirecs.trixonline.co.uk