The 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:
- 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).
The purpose of this website is to provide viewers with knowledge of the secondary transition process to facilitate student progress toward attainment of their postsecondary goals. On this site you will find resources for students, parents, educators and agency resources.