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Maihet

Frequently Asked Questions

Over the years, we have gathered a variety of questions about transition services and inclusive postsecondary education. To support you, we have compiled our responses along with up-to-date resources. Here are some of the most frequently asked questions and our answers about transition services and inclusive postsecondary education.

Secondary Transition

What is the best way to ensure that our school is complying with transition requirements?

There are two resources we recommend to special education staff who are interested in assessing their department or school’s transition services:

Where can I find examples of how IEPs are developed for transition-age youth?

The Massachusetts Department of Elementary and Secondary Education recently updated their Individualized Education Program (IEP) forms and developed a guide for IEP teams called Secondary Transition Planning with the New Individualized Education Program Form: Quick Reference Guide.

The Parent Educational Advocacy Training Center also offers clear examples. Their Transition IEP Case Examples guide teams through several student examples.

Can you recommend conferences that highlight best practices in secondary transition?

There are a number of transition-related conferences that bring together researchers and practitioners every year. We recommend:

  • Annual CEC Division on Career Development and Transition Conference (October)
  • National APSE Conference and local state chapters
  • Massachusetts Annual State of the Art on Postsecondary Education (October)

Yes, several organizations offer free or low-cost professional development:

  • VCU-RRTC on Employment of Transition-Aged Youth with Disabilities: Online Courses
  • TransCen Professional Development: Live and On-Demand Courses
  • NTACT: The Collaborative: Live and Archived Webinars
  • Think College: Live and Archived Webinars

College-based Transition Services

How can I get involved in college-based transition services (CBTS)?

Start by determining whether local inclusive college opportunities exist. Use the Think College College Search to find options. You can also check with your state’s department of education or local colleges’ student support or disability services offices.

Who are the key collaborators I should communicate with about CBTS at my school?

  • Consult with your supervisor
  • Engage teachers, parents, and students
  • Discuss CBTS during IEP meetings
  • Share fact sheets or brochures to spark interest

What priorities should I focus on when planning for CBTS 6–12 months in advance?

  • Staffing: Train staff to support students navigating campus.
  • Transportation: Align transportation with campus schedules.
  • Accommodations vs. Modifications: Prepare students for college-level accommodations.

How can I best prepare students and families for participation in CBTS?

  • Parents: Keep them informed about support and schedules.
  • Students: Schedule campus visits, support meetings, and community participation to ease their transition.

Interagency Collaboration

What is the difference between a student’s IEP/transition team and an interagency transition team?

  • IEP/Transition Team: Focuses on one student’s individualized goals.
  • Interagency Transition Team: Addresses broader systemic needs and resource coordination at school or regional level.

They often engage in resource mapping to identify and improve support systems.

Who should participate on an interagency transition team?

  • School transition specialists
  • Developmental disabilities agency and vocational rehabilitation representatives
  • Employment specialists
  • Local workforce board members
  • Independent living center representatives
  • College community liaisons
  • Students and parent advocates
  • Experts in benefits planning, job development, etc.

What topics are typically included in an interagency transition team agenda?

  • Student needs for transition planning
  • New/enhanced transition resources
  • Policy changes impacting transition
  • Outreach strategies (e.g., website, meetings)
  • Training initiatives

What does an interagency transition team achieve?

  • Trainings/workshops for families
  • Students securing paid employment
  • Student participation in college courses
  • Students using independent transportation

These metrics show the team’s impact on student outcomes.

Student and Family Engagement

What are some specific ways to engage families in transition planning?

  • Conduct Surveys: Gather input for events like transition fairs.
  • Host Family Workshops: Cover topics like education, employment, and advocacy.
  • Facilitate Planning at Home: Hold meetings in a familiar setting.
  • Share Newsletters: Provide updates and resources regularly.
  • Simplify Key Info: Offer 1-page summaries before meetings.

What recommendations do you have for promoting high expectations for students with disabilities?

  • Share Success Stories: Highlight examples through Think College, Think Work, etc.
  • Foster Peer Connections: Host events where families share experiences.
  • Highlight Student Voices: Invite former students to speak at events.

Showing real-life success encourages families to envision positive futures.