Transition

This transition process should begin as early as possible but formally begins when a student with a disability turns 16 (19 TAC §89.1055(g)(1-9) and 34 CFR §300.320(b)). Post-school settings and activities include:

  • Post-secondary education;

  • Vocational education;

  • Integrated employment (including supported employment);

  • Continuing and adult education;

  • Adult services;

  • Independent living; and

  • Community participation.

As early as possible, schools should begin developing programs and services, based on a student’s strengths, preferences, and interests that focus on:

  • Instruction;

  • Related services;

  • Community experiences;

  • Development of employment and other post-school adult living objectives; and

  • If appropriate, daily living skills and a functional vocational evaluation (34 CFR 300.43).


Texas Transition and Employment Guide