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Federal law, the Individuals with Disabilities Education Act (I.D.E.A.), revised in 2004, requires that secondary IEPs include:

(1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and

(2) The transition services (including courses of study) needed to assist the child in reaching those goals.

The I.D.E.A. defines Transition Services as “a coordinated set of activities for a child with a disability” that --

(A)   is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

(B)   is based on the individual child’s needs, taking into account the child’s strengths, preferences and interests; and

(C)   includes instruction, related services, community experiences, the development of employment and other adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation.

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