What is Transition Planning?

While families are encouraged to begin thinking about transition planning while children are young, formal transition planning for students with disabilities should begin by age 14. The student, family, school system, and other agencies providing short and long term supports should consider all aspects of the student’s life, with the student participating during Individual Education Plan (IEP) meetings.  Although this may seem too early for many families, transition planning may take months or years to complete for many reasons such as:

  • Eligibility for Services – Upon exiting school students will no longer be eligible for services under IDEA.  Students who need long term supports should apply for services from an adult service provider.
  • Selecting an Adult Service Provider – Students found eligible will need to meet with and select a provider that meets their individual needs, interests, and postsecondary goals.
  • Training– Employment preparation in high school may include internships, work study, and paid employment over several years. 
  • Documentation– For students planning to attend college additional documentation, beyond what is included in the IEP, is required in requesting accommodations and supports from the college or university.
  • Community services – For students who are ineligible for services or unable to receive services for an adult service provider but are still interested in receiving supports or accommodations, including assistive technology, additional planning and time will be needed. 

In preparing to leave high school, students will have many decisions to make including: What kinds of work do they want to do?  What additional education or training will be required?  Where do they want to live?  What will be required to live independently?  What transportation options do they have access to?  How will they transition to adult health care?

These questions, and more, should be addressed during the transition planning process.

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IDEA, ADA and 504

There are various state and federal laws that protect the civil rights of individuals with disabilities.  Among them are the Individuals with Disabilities Education Act (IDEA), the Americans with Disabilities Act (ADA), and Section 504 of the Rehabilitation Act (504).  It is important for families to understand the differences between these three laws as protections under each vary.  And while many families are familiar with IDEA, when youth exit high school they are no longer entitled to services under IDEA and must be found eligible for services and/or request reasonable accommodations at work, college, and in the community.

IDEA
The Individuals with Disabilities Education Act (IDEA) is a federal law that requires public schools to make available to children with disabilities a free appropriate public education in the least restrictive environment appropriate to the child’s individual needs.  IDEA covers children from birth to age 21, or until the student has met the requirements of a Maryland high school diploma prior to their 21st birthday.  IDEA also requires that public school systems develop appropriate Individualized Education Programs (IEP’s) that reflect the individualized needs of each student.

In addition, IDEA includes transition services, requiring that transition planning begin at age 14 and be included in the student’s IEP.  It defines Transition Services as a coordinated set of activities for a child with a disability that:

  • Is designed to be within an results-oriented process, that is focused on improving the academic and functional achievements 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;
  • Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and
  • Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.

[34 CFR 300.43 (a)] [20 U.S.C. 1401(34)]

For more information on IDEA, please visit the U.S. Department of Education or the Families and Advocates Partnership for Education.

ADA
The Americans with Disabilities Act (ADA) is a federal law that guarantees equal opportunity for people with disabilities in public accommodations, employment, transportation, state and local government services, commercial facilities, and telecommunications.  Persons protected under the ADA are those with a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment. 

Unlike IDEA, persons with disabilities are not entitled to services but can request reasonable accommodations.  This means that for youth with IEPs who have been entitled to services under IDEA while attending school, it will be necessary for the student to advocate for themselves in requesting accommodations when they transition to employment, postsecondary education, or in the community.  In addition, for students applying for services from an adult service agency, students must be determined eligible for services and funding must be available.  The student, family, and school system must work hard to ensure that the student receives all services for which they are eligible for after exiting school.

Section 504 of the Federal Rehabilitation Act
The Federal Rehabilitation Act prohibits discrimination on the basis of disability in programs conducted by Federal agencies, in programs receiving Federal financial assistance, in Federal employment, and in the employment practices of Federal contractors. 

Section 504 of the Rehabilitation Act states that no qualified individual with a disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination under any program or activity that receives federal financial assistance or is conducted by an Executive agency.  This applies to children, youth, and adults; and requires that reasonable accommodations be provided to students with disabilities who do not have an IEP, through 504 Plans. 

Unlike IEPs, 504 Plans are not required to include transition planning services.  This does not exclude students with 504 Plans from applying for services from adult service agencies and families should continue to engage in transition planning, including establishing career goals, postsecondary education and training, and independent living with their child.

For more information on IDEA, ADA, Section 504, or other disability laws the U.S. Department of Justice Civil Rights Division has developed A Guide to Disability Rights Law which provides an overview of federal civil rights laws that ensure equal opportunities for people with disabilities.

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Transition Planning Guides

Transition Planning Guide: Preparing Children with Disabilities to Move From School to Appropriate Postsecondary Outcomes:  This guide was developed by the Maryland State Department of Education (MSDE) to provide students and families with an overview of the transition process and highlights the Maryland Exit Document, graduation requirements, and adult services. Also, Check out MSDE's web guide Transition 101 for additional information.

Transitioning Highschool Students: What's Next: This guide was developed by the Division of Rehibilitation Services (DORS) and provides families with an overview of programs and services available to students while in high school and upon transitioning to work and postsecondary education. The guide is also available in large print and audio format by clicking on the link.

Navigating the Transition Years: A guide for transition age youth with emotional disabilities and their families.  The guide includes information on transition planning, benefits, employment, postsecondary education, health care, housing and more.

Transitioning Youth Handbook (coming soon):  This guide was developed by the Developmental Disabilities Administration (DDA) to provide families with information on DDA services, including the application process.

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The Exit Document: What is it?

The Exit Document is a companion document to the Maryland High School Diploma and Maryland High School Certificate of Completion.  All students with disabilities who are receiving special education services through an IEP will receive the Exit Document when they graduate or exit from school.  The Maryland Exit Document summarizes the student’s skills, strengths, and interests while also providing important information that may be useful to use as they transition from school to postsecondary activities, Including employment, postsecondary education, or independent living.  For more information, please view the Exit Document Fact Sheet.

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Getting an Identification Card

As youth transition to adulthood, it is important to obtain a State Identification Card even if you are not planning to get a driver’s license.  Without a photo identification card individuals may find it difficult to access services at banking institutions, government agencies, and transportation centers such as train stations and airports.  Click here for more information on obtaining an identification card from the Motor Vehicle Administration (MVA). 

Please make sure to review the MVA website including application guidelines prior to applying for an identification card as certain documentation and proof of identity will be required.

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Self Advocacy & Determination

As students exit high school they will need to be able to advocate for themselves in making their own decisions and requesting accommodations. This is true for students requesting services from an adult service provider, attending a postsecondary education program, or employed in the workforce. To learn more, the Tips for Parents factsheet includes self advocacy questions for teens to use as a practice guide or visit Maryland Learning Links.

Additional resources include:

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Transition Programs and Services

In Maryland there are a number of transition programs that assist teens and young adults as they transition from high school. The following is a list of Maryland programs that serve youth with disabilities. Please note that while there are a number of programs located in Maryland, many are not located in all 24 local jurisdictions, and space is often limited based on eligibility criteria and funding.

Developmental Disabilities Administration: The Developmental Disabilities Administration (DDA) currently administers the Governor’s Transitioning Youth Initiative (GTYI) to fund supported employment and other day services for eligible students from their 21st birthday, or upon exiting school following their 21st birthday, for one full year.  Eligible students currently enrolled in school may also be able to receive employment services by the Division of Rehabilitation Services using GTYI funds as well. If you are eligible for DDA services please contact your resource coordinator for more information.

In addition, DDA also administers two waiver programs to serve eligible adults in the community. The first, Community Pathways, cover services such as residential, community supported living arrangements, day and supported employment, and additional support services.  The second, New Directions, allows individuals to direct their own services including support services and supported employment from their own homes.  To view DDA’s Transitioning Youth Timeline with Two Waivers document, click here (coming soon).

DDA encourages families with a child with a developmental disability to apply for services by their child's 14th birthday in order to determine eligibility and plan for future needs.  To view DDA’s Transitioning Youth Handbook, click here (coming soon).Click here for more information on DDA services and to find a regional office near you.

Office for Blindness and Vision Services: Overseen by the Division of Rehabilitation Services (DORS), the OBVS oversees programs and services for eligible individuals whose primary disability is vision loss. OBVS assists people in designing and carrying out plans for employment and independent living.

Services for People who are Deaf or Hard of Hearing: The Division of Rehabilitation Services (DORS) provides specialized services to eligible individuals who are deaf or hard of hearing including audiologoical evaluation and assessment, assistive devices, telecommunication devices, speech and language therapy, and interpreter services

Division of Rehabilitation Services: The Division of Rehabilitation Services (DORS) administers various programs for high school students as they prepare for postsecondary education, employment, and independent living.  Students must be found eligible for services and due to limited space students may be placed on a waiting list.  Program services provided by DORS include: employment counseling including assessment, referral, and job searching; employment training; supportive employment; assistive technology; independent living skills training; medical rehabilitation; and other support services.

College Based Transition Programs:  College based transition programs are directed by local school systems to support high school students in attending college while they are still enrolled in high school.  Across Maryland, local school systems have developed and operate specific transition programs for students with intellectual and other developmental disabilities who are planning to exit school with a certificate of completion.  The programs generally include independent living skills courses, employment services, and the opportunity to take college courses on campus.  Click here for more information on college based transition programs for students with disabilities.

To find out if your local school system has a college based transition program and how to apply, please contact your child’s transition counselor at school.  

Healthy Transitions Initiative:  Located in Frederick and Washington Counties, this program is administered by the Mental Hygiene Administration (MHA) and provides youth with serious mental health conditions with an intensive form of “transition facilitation” providing access to supported employment, community treatment, and other public mental health services.

Maryland Independent Living Program:  The Maryland Independent Living Program administered by the Maryland Department of Human Resources (DHR) provides independent living preparation services to older youth in foster care until the age of 21.  The goal of the program is to assist youth in a successful transition from out-of-home placement.  Click here for more information on the program and additional services for youth in foster care.

Maryland One-Stop Career Centers: One-Stop Career Centers are located in every Maryland county and Baltimore City. Centers offer a range of employment services to job seekers with disabilities including testing, employment counseling, job development, placement interpreter services for individuals who are deaf or hard of hearing, referrals to the Division of Rehabilitation (DORS), and other supportive services.  Click here to find a One-Stop Career Center in your area.
 
Maryland Seamless Transition Collaborative:  The Maryland Seamless Transition Collaborative (MSTC) is directed by the Division of Rehabilitation Services (DORS) and is located in nearly half of all Maryland’s local school systems.  The local programs work with high school students with disabilities to improve postsecondary outcomes through the sequential delivery of specific transition service components including youth empowerment, early DORS case initiation, paid job experiences, and linkages between schools and postsecondary employment and education services.

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