Federal Definition of Secondary Transition
by Mary Jean Balda
Secondary Transition – A Definition
Based Upon Federal Rules (2004)
Transition services means a coordinated set of activities for a
child with a disability that 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 postsecondary education, vocational
education, integrated employment (including supported employment),
continuing and adult education, adult services, independent living,
or community participation.
Transition services are based on an individual child’s needs,
taking into account a child’s strengths, preferences, and
interests; and include—
(i) Instruction;
(ii) Related services;
(iii) Community experiences;
(iv) The development of employment and other post-school adult
living objectives; and
(v) If appropriate, acquisition of daily living skills and
provision of a functional vocational evaluation.
Transition services for children with disabilities may be special
education, if provided as specially designed instruction, or a
related service, if required to assist a child with a disability to
benefit from special education.
(Authority: 20 U.S.C. 1401(34))
Transition services: Beginning not later than the
first IEP to be in effect when the child turns 16, or younger if
determined appropriate by the IEP Team, and updated annually,
thereafter, the IEP must 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.
IDEA (2004) does not define “functional vocational evaluation.”
An operational definition of "functional vocational evaluation"
follows:
Functional vocational evaluation is defined as documentation of
general work behaviors (e.g. attention to task, work rate, work
organization, attendance, punctuality, & physical stamina);
dexterity, following directions, working independently, or with job
supports or accommodations; job interests and preferences;
abilities (aptitude); and other special needs; job specific work
skills, interpersonal relationships & socialization; and work
related skills (e.g. independent transportation, appropriate use of
break time, appropriate dress for work). Functional assessments are
considered most valid when provided in a specific work
environment.
