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Students and Families

Transition Elevated guides students with disabilities and their families in navigating the journey from school to adulthood with confidence and purpose.

“I have options for the transition of my child to adult life.”

Learn the steps to prepare for employment, further education, and independent living after graduation.

This page is designed for you and your student to learn the steps to prepare for employment, further education, and independent living after graduation. The content on this page is designed to help you understand the process and access resources in multiple areas. Resources are listed at the bottom of the page.

Resources

What is Family Engagement?

Family engagement refers to a family’s involvement in helping their child plan for the future and in supporting him or her during the postsecondary transition process. Family engagement means parents / families / guardians are active and knowledgeable participants in all aspects of postsecondary transition planning (e.g., decision-making, providing support, attending meetings, and advocating for their child). Other than the students themselves, parents are often the only people who remain part of the postsecondary transition planning process and their child’s IEP team throughout the school years. (National Technical Assistance Center on Transition: The Collaborative (NTACT:C).

1. Get Involved in Your Child’s Future

Family engagement is crucial during the postsecondary transition process. Research shows that when families are meaningfully and continuously engaged in their children’s learning and development, they can positively impact their child’s health, development, academic, and well-being outcomes into adulthood.

Family standing outside of house with smiles on their faces

“[I am learning] many things that bring me the courage to navigate life with my disabled child.””

Group of people talking outside smiling

“I loved the information on self-determination. [I am] trying to figure out how to give my child a bigger part in making decisions.”

2. Foster Self-Determination and Self-Advocacy

Children learn about their own value and potential through parent support and expectations. These positive self-attitudes are foundational for the development of self-determination and self-advocacy which are predictors of success in postsecondary education and training, employment and independent living. Educator and family relationships are critical in supporting, engaging and empowering families. (NTACT:C).

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Visual Flowchart

3. Leverage Practical Resources and Work Experiences

Paid employment and work experiences were identified as promising predictors of post school success in education, employment and independent living.

Preparing Students with Disabilities for Success in Postsecondary Programs palet

Self-determination and Self-Advocacy  palet

Mother hugging male youth in wheelchair

“[I am learning] many things that bring me the courage to navigate life with my disabled child.””

Understanding the Postsecondary Transition Process

Purpose of the Individuals with Disabilities Education Act (IDEA)

Postsecondary transition is a student-centered process that includes ongoing assessment, services, instruction, experiences, opportunities, and supports designed to elevate students’ in-school and post school outcomes.

Flowchart of the Postsecondary Transition Process

Postsecondary Transition Mandate
(Postsecondary Transition Services – School to post school, summarized p.180)

Under IDEA, transition planning is mandated to support youth as they prepare for transition to adult life. A formal postsecondary transition plan becomes a part of the IEP and should serve as the foundation for any future IEP development.

For a student with a disability age 14 and older, or younger if determined appropriate by the IEP team, postsecondary transition services means a coordinated set of activities for a student with a disability that:

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

(2) Is based on the individual student’s needs, taking into account the student’s strengths, preferences, and interests, (34 CFR § 300.322 as cited in Utah Special Education Rules p175).

Procedural safeguards

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Resources & Support

Postsecondary Education

Learn how to support your child in exploring higher education or training programs that align with their unique strengths and goals.

Healthcare

Understand how to navigate healthcare transitions, ensuring your child receives the services and support they need as they grow.