Iep Transition

The article “Triangulated IEP Transition Goals- Developing Relevant and Genuine Annual Goals” discusses what makes transition successful for students with disabilities. The IDEA (individual with Disabilities Education Act) requires the transition planning to prepare students for adulthood. IEP teams are in charge of developing the transition plan for students with disabilities. When developing a transition plan they must consider students academic and functional skills. Schools need to create postsecondary goals that a) are age appropriate, b) relates to the student’s needs, c) can be obtained by the general education curriculum and standards. When the IEP identifies realistic postsecondary goals, then every component of the plan should help the student to reach them. “Industry standards” are the certain skills and knowledge that students must learn. This will allow them to function in the workforce, postsecondary education, and important living environment. There is a seven-step process that teachers use when developing triangulated annual goals that link the student’s postsecondary goals to state content and industry standards.
The first step in this process is to conduct and review transition related assessments. This will allow the IEP team and teachers to know the students goals. Then the …show more content…
My first two years I worked at the high school level. It was really hard to witness teachers not helping students reach their goals. They were just passing them through the system, after graduating high school they were left on their own. These students did not have the skill or knowledge needed to survive in the real world. It hurt to watch them get in trouble with the law because of the poor choices they decided to make. I believe if they would have been given the proper skills and knowledge they could have choose to make different