Transition Program

A transition program is a structured plan, set of services, or system, designed to support students with disabilities as they move from high school to adulthood.

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Support Students with Disabilities

Transition From High School to Adulthood

Learn About Transition Programs

A transition program aims to provide secondary-aged students instruction in self-determination skills and increase student involvement in their transition IEP processes.

Transition programs prepare students for employment, postsecondary education, and independent living by supporting them in competitive employment, work-based learning, career and technical education programs, college-level coursework, community-based instruction, and more.

What are the Core Components of Transition Programs?

Coordinated Transition Activities

A coordinated set of school and community-based activities and services aligned with a student with a disability’s measurable annual postsecondary goals, designed to support their attainment of those goals.

Qualified Program Staff

The program is implemented by highly qualified staff who fulfill well-defined instructional and administrative roles.

Ongoing Student Assessment

Program staff draw upon age-appropriate transition assessment administered formatively and summatively to continuously evaluate students’ growth and needs.

How Do Transition Programs Impact Outcomes Related to IEP Transition Goals?

Students who learn skills like managing transportation, time, and personal care are better prepared to meet the demands of competitive employment settings (Mazzotti et al., 2020).
Structured instruction and community-based experiences help students generalize skills needed to access and maintain employment (Rowe et al., 2014).

Citations

Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W.-H., Fowler, C. H., Poppen, M., Sinclair, J., & Test, D. W. (2021). Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44(1), 47–64. https://doi.org/10.1177/2165143420959793
Rowe, D. A., Alverson, C. Y., Unruh, D. K., Fowler, C. H., Kellems, R., & Test, D. W. (2015). A Delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Exceptional Individuals, 38(2), 113–126 https://doi.org/10.1177/2165143414526429

Teaching self-advocacy and decision-making helps students manage their personal needs and communicate effectively in educational settings, leading to stronger postsecondary adjustment (Rowe et al., 2014).
Skills such as time management, self-care, and budgeting support students in navigating educational settings independently, which increases their chances of persisting and succeeding in postsecondary education (Mazzotti et al., 2020).

Citations

Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W.-H., Fowler, C. H., Poppen, M., Sinclair, J., & Test, D. W. (2021). Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44(1), 47–64. https://doi.org/10.1177/2165143420959793
Rowe, D. A., Alverson, C. Y., Unruh, D. K., Fowler, C. H., Kellems, R., & Test, D. W. (2015). A Delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Exceptional Individuals, 38(2), 113–126. https://doi.org/10.1177/2165143414526429

Promoting decision-making and self-determination by involving student program planning
Supporting the development of daily living skills (e.g., time management, transportation use)
Increasing exposure to inclusive environments and diverse social settings

Citations

Wehmeyer, M. L., & Schwartz, M. (1997).
Exceptional Children, 63(2), 245–255.

Experiences That Lead to Independence

Transition programs bridge the gap between high school and adulthood by equipping students with disabilities with the skills, experiences, and supports needed for success in employment, postsecondary education, and independent living.

Who are the Key Partners in Transition Program Development?

Key partners are individuals and organizations that collaborate to support students in reaching their postsecondary goals. Effective transition planning relies on interagency collaboration and partnerships among families, schools, and communities.

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Most important partner. Their strengths, interests, preferences, and goals should drive all decisions.
Involved in selecting courses, setting goals, and leading transition planning.
Builds self-determination and self-advocacy skills by participating in their own planning process

Offer valuable insight into the student’s needs, history, values, and aspirations.
Help support the student's goals at home and in the community.
Can advocate for appropriate courses, supports, and services that align with long-term outcomes.

Ensure the IEP and Transition Program align with measurable postsecondary goals (Indicator 13 compliance).
Help identify accommodations, modifications, and transition services to support the student.
Coordinate with general education and outside agencies.

Deliver instruction that is evidence based and teaches transition terms and concepts, self-efficacy skills, and program/industry specific skills.
Ensure access to rigorous academic and technical content.
Provide opportunities for inclusive learning and skill development.

Assist students in selecting high school courses that support their employment, career, or college aspirations.
Guide the use of career interest inventories, college readiness tools, and course planning aligned with graduation requirements and postsecondary goals.

Support the implementation of high-quality Transition Program and inclusive practices.
Allocate resources and ensure access to dual enrollment, internships, certifications, and other opportunities.
Oversee compliance with IDEA