The reauthorized Individuals with Disabilities Education Act (IDEA) was signed into law on Dec. 3, 2004, by President George W. Bush….The final regulations were published on Aug. 14, 2006. This is one in a series of documents, prepared by the Office of Special Education and Rehabilitative Services (OSERS) in the U.S. Department of Education that covers a variety of high-interest topics and brings together the regulatory requirements related to those topics to support constituents in preparing to implement the new regulations.1 This document addresses significant changes from preexisting regulations to the final regulatory requirements regarding secondary transition.
The term “transition services” means a coordinated set of activities for a child with a disability that:
- Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement 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)]
- Key Provisions on Transition from NCSET (National Center on Secondary Education and Transition)
- IDEA 2004: Improving Transition Planning and Results – NCLD (National Center for Learning Disabilities)
Transition toward Excellence, Achievement, and Mobility through Employment Act of 2013or
TEAM-Employment Act of 2013
(b) PurposesThe purposes of this Act are the following: (1) To create a systemic focus on cultivating the high expectations for youth with significant disabilities to transition successfully into adulthood and be able to work in integrated employment, earn a liveable wage, and live independently in integrated communities through public policies that advance equality of opportunity, informed choice, employment first principles, and economic self-sufficiency. (2) To promote innovative strategies to foster academic, professional, and social inclusion, and the solidification of long-term services and supports required to ensure full integration into the society (including school, work, family, social engagement, interpersonal relationships, and community living). (3) To better define and coordinate specific services related to the effective transition of youth with significant disabilities. (4) To eliminate barriers and provide incentives for multiple stakeholders to collaborate and improve transition services for youth with significant disabilities.