Transition Service - What it is and how hard is it to come by?

From Wrightslaw, we have the legal definition:


"Congress also made significant changes in the legal definition of "transition services" in IDEA 2004.

(34) Transition Services - The term `transition services' means a coordinated set of activities for a child with a disability that-

(A) is designed to be 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 post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
(B) is based on the individual child’s needs, taking into account the child's strengths, preferences, and interests;
(C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. (See "Definitions" in Section 1401, Wrightslaw: Special Education Law, 2nd Edition, page 56)


Then we have the reason Congress strenghtend the law in the interest of the disabled students:
Seeking to improve upon the unacceptable post-school outcomes for students with disabilities, Congress has provided several new requirements to strengthen transition planning. This article provides an overview of changes to the transition requirements in IDEA 2004. These requirements are effective July 1, 2005.

Better Definition

First, by redefining the term "Transition Services," the IDEA now states that activities focus on improving the academic and functional achievement of the child to facilitate movement from school to post-school activities. Additionally, the definition has been expanded to include a requirement that the transition services be based on the student's strengths, as well as their preferences and interests. The process is expected to be "results-oriented" as opposed to the earlier requirement for "outcome-oriented," signaling a clear intent to ensure that the process includes activities designed to produce success for the individual. "




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Most parents of ESE students are not familiar with the law. Very few ESE parents know how to effectively advocate for their kids. They "trust the system", and usually don't know their child will not receive required services if the parent agrees with the school system's recommendation. Later, when the parents find out the truth, the school system will say it was what the parens wanted.

A question to not only ask but seek the answer to is: Does the school system spend their money to fight the extremely few parents who know their rights instead of spending money on the required transition services for the students?

Placation is as Placation Does

"I can see clearly now, the rain is gone,
I can see all obstacles in my way
Gone are the dark clouds that had me blind
It’s gonna be a bright (bright), bright (bright)
Sun-Shiny day." - Johnny Nash

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Maybe more will see the obstacles in their way.
I am not sure the dark clouds are gone.
Maybe someday it truly will be a bright, sun shiny day.
I'm out of the system. Just like Lee.



I must say that Eskay is a very insightful person.

He analyzed a bit of information (read the comments) and in less than 24 hours he saw the picture clearly.

Frequent readers of my two blogs may have noticed that, when it comes to Special Education, the system was an albatross to me. Frequent readers of my blog may be confused as to why I rant and rave when there were many individuals within the system that did a lot for my son. Maybe it's like being in a hospital where 90% of the staff at all levels do a fine job, but 10% of the staff (at all levels) keep making you sick.

If one read the Press Release of the "old Whitehead case", one should have noted that the Whiteheads asked for reform within the system as a remedy to their case. "The Superintendent's Advisory Council on Special Education" was formed to put a check mark in one of the boxes.

I spent somewhere close to two and a half years on that project before I decided to leave it with a feeling of frustration. For those who want to check the record, I spent a year on the by-law development committee, a year as vice-president and a partial year as president.

I am curious to know how many recommendations to the Superintendent have come out of that Council? Do they keep minutes of the meetings or just a summation of what the District people want? Do they still have sub-committees, and do these sub-committees discuss local issues or issues of the State? How many of the by-law-required "parents" on the committee are also employees of the District?

The minute I read Goader's post, I realized the impact of the word "placation".