This concept is straightforward and fairly simple, including three major components (Storms, O’Leary, & Williams, 2000). The 1997 amendments to the Individuals with Disabilities Education Act (IDEA) defined transition services for this particular transition as:Ī coordinated set of activities for a student, with a disability, that: (a) is designed within an outcome oriented process, that promotes movement from school to postschool activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation (b) is based on the student’s needs, taking into account the student’s preferences and interests (c) includes instruction, related services, community experiences, the development of employment and other post-school objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation (¤ 602). One of the most critical transition periods for students with learning disabilities (LD) is the transition from school to young adulthood. Many important transitions occur throughout each person’s life, and many of them are associated with predictable life events, such as beginning preschool, leaving elementary school, and entering middle adulthood. The term transition refers to passing from one state or condition to another.
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