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(10.8) How does the IEP team determine my child’s transition needs and the services that should be provided?

(10.8) How does the IEP team determine my child’s transition needs and the services that should be provided?

The five main components of transition are: instruction, related services, community experience, the development of employment and other post-school adult living objectives, and if appropriate, acquisition of daily living skills and provision of functional vocational evaluation. [34 C.F.R. Sec. 300.43.]

The district must conduct appropriate assessments in the above areas to determine your child’s transition needs and the services that address those needs. The assessment process should be followed as it is for any other area of need. [34 C.F.R. Secs. 300.301, 300.304(b); Cal. Ed. Code Sec. 56320(f).] See Chapter 2, Information on Evaluations/Assessments.

In addition, the district must also consider student and parent input in developing the ITP. Students do not need to fit into a set, one-size-fits-all program option. Rather, it is important to plan creatively and to focus on your child’s individual abilities, needs, interests and post-secondary school goals.