Transition services help students move into their adult life and reach their annual goals

—this is the 'meat' of the IEP at transition age.

It is crucial to clearly define what services and activities the school district will provide. 

The student's goals determine the services portion of the IEP, and the goals are determined by the student's needs, all of which are determined by age-appropriate transition assessments.

This is where you spell out the "coordinated set of activities" such as:

• Instruction,
• Related services,
• Community experiences,
• The development of employment and other post-school adult living objectives,
• The acquisition of daily living skills, 
• The provision of a functional vocational evaluation.

And it's always essential to consider emergency plans (such as emergency evacuation plans and emergency medical plans such as seizure action plans) and any needed "supplementary aids and services, program modifications and/or supports for school personnel."

This video will walk you through these steps:

Supplementary Materials

A Timetable for Growing Up is part of the Skills for Growing Up curriculum created by Holland Bloorview Hospital in Toronto, Canada.

"This timetable will give you ideas to help your child become more independent as they grow up. By sharing experiences with them and exposing them to different activities they will learn about themselves and the world around them."

Legal Rights of Children with Epilepsy in School and Child Care: An Advocate's Manual created by the Epilepsy Foundation is an essential tool for understanding the rights of your child in school or daycare settings. While not specific to transition, I wanted to share it here because it contains critical information that may be helpful to you.

This Model Section 504 Plan for a Student with Epilepsy, also by the Epilepsy Foundation, "lists a broad range of services and accommodations that might be needed by a student with epilepsy in the school setting and on school-related trips." This guide may help you in creating emergency plans for your child, to think about the possible supports they may need in different settings or emergency situations.