Linking Transition Assessment and Postsecondary Goals: Key Elements in the Secondary Transition Planning Process

Individualized education programs (IEPs) for students with disabilities ages 16 and older must include a transition component. It is important for educators to understand the role transition assessment plays in developing a thorough transition component that includes measurable postsecondary goals, annual IEP goals, transition services, and a course of study. In this article, the authors suggest that multi-disciplinary teams (MDTs) should consider questions such as: (1) How can educators use information about a student's strengths, needs, and preferences to develop an effective transition plan?; (2) What role does transition assessment play in developing measurable postsecondary goals, annual IEP goals, and transition services for students with disabilities?; and (3) What is the best way to link a student's annual IEP goals to postsecondary goals? Furthermore, the authors state that ongoing transition assessment is the primary key to ensuring student IEPs include appropriate, measurable postsecondary goals based on student strengths, needs, and preferences. Once measurable postsecondary goals have been identified, MDTs can develop transition services and annual IEP goals that provide students with the skills and knowledge needed to attain their goals for postsecondary life. Although the process can be time consuming, the end result is an individual prepared to lead a productive, independent, fulfilling adult life. (Contains 4 figures.)