By: Becki Lauzon, M.A., CRC
Transition Specialist and Consultant
The transition process is a complex and ongoing one. Throughout the transition planning process, many individuals often wonder who exactly is responsible for what. While the school system plays a big role during this time, it is also important to make sure that students and their families/guardians have a role in the process as well. Here’s a helpful breakdown of the participants involved in the transition process and what responsibilities fall within each of their roles.
The Role of the School in the Transition Process
- Provide information on the student’s strengths, past achievements and progress on the current IEP
- Provide strategies for effectively teaching the student, including appropriate accommodations and/or modifications so the student can successfully access the general curriculum
- Identify needed related services
- Coordinate all the people, agencies, services or programs involved in the transition planning
- Link students and parents to appropriate post-school services, supports or agencies prior to the student leaving high school
- Suggest courses of interest to the student and educational experiences that relate to the student’s preferences and interests and that provide skills to help the student achieve their desired post-school goals
- Hold workshops for families on transition planning, post-secondary options, adult service providers, etc.
The Role of the Student in the Transition Process
- Participate actively in all discussions and decisions (IEP meetings). This could include reading their vision statement, creating a PowerPoint to share at the meeting, etc.
- Communicate preferences and interests
- Communicate strengths and areas where help is needed
- Take part in the IEP development
- Develop a post-secondary vision statement
- Identify transition-related skills that can be done in the home environment (i.e., chores)
The Role of the Parent(s)/Guardian in the Transition Process
- Support the student
- Reinforce the value of an individualized, appropriate educational program
- Provide information about the student’s strengths, interests and areas where assistance is needed
- Provide information about the student’s independent living skills and the help the student may need to achieve the desired post-school goals
- Be actively engaged as equal partners in all aspects of the IEP planning, discussion and decision-making
- Work in collaboration with the school to practice transition skills within the home environment
Below are some additional resources on this topic:
About the Author
Becki Lauzon, M.A., CRC, works with teens, young adults and their families out of the Newton, MA and Plainville, MA offices. Lauzon has unparalleled experience as a Transition Specialist, Transition Consultant and Vocational Program Coordinator. Lauzon will be providing transition assessment (including testing, functional evaluations and observations) consultation, case management, training and professional development for schools; and transition planning, consultation and coaching for transition-aged students and their parents.
To schedule an appointment with one of NESCA’s expert transition specialists or neuropsychologists, please complete our online intake form.
Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton and Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email firstname.lastname@example.org or call 617-658-9800.