Examples of transition are when your child moves from an early intervention program to preschool, from one grade to another or from one kind of educational placement to another. Moving from high school into the adult world is another big transition. There are also times when a student experiences a major life change outside of the school setting (for example, a serious illness or death in the family) that impacts their learning and may trigger the need for transition planning.

Whether your child is transitioning into preschool or college, his or her transition will have these three things in common:

• a period of uncertainty and questioning about the future
• a change in the support system for your child (new teachers, friends, service providers, etc.)
• an increase in anxiety

Transitions require some advance planning in order to make the move less hectic, more efficient and successful. They also require the input and support of your child's IEP team.

Beginning at age 16 (or younger if appropriate), your child's IEP will include a focus on what courses are needed to match up with your child's future goals. By age 16, the IEP will also include appropriate, measurable goals for after high school that are based on your child's strengths, interests and age-appropriate transition assessments. The plan should state what services are needed to transition successfully into college, employment and/or living in the community. Transition services may include actual training (for example, job training or independent living skills training), as well as links to adult service agencies that provide services to the student after high school.

There are at least 10 areas that should be considered in planning for the future:

1. Adult, vocational or higher education
2. Employment
3. Financial Support
4. Health Care
5. Living Arrangements
6. Transportation
7. Social Networks
8. Recreation or Leisure Activites
9. Legal representation (for example, guardianship or Power of Attorney)
10. Self-advocacy skills needed by your child

Self-determination means living a life of your own choosing. When planning for transition, it is essential that you and your child's teachers take the time to understand your child's choices and life preferences. The more your child relates to the transition plan, the more he or she will be invested in working toward future goals.

Having your child at the IEP table is an excellent way to keep team members focused on the impact of their decisions. Talk with your child about her or his needs and desires before the meeting to build confidence toward participating as a full team member. All students need to learn self-advocacy skills. Ask your child's teachers if some self-advocacy skills can be taught in the classroom.

When a student with a disability reaches the age of 18 (called the age of majority), all rights that have been granted to parents under IDEA transfer to the student. That means that your child, and not you, has the right to consent to services or refuse them and has the right to utilize due process options, like mediation and due process hearing requests.

Sometimes students prefer for their parents to continue being the advocate on their behalf, or they may want a friend or another trusted adult. This process can be completed through a Power of Attorney for Special Education. Your child will name his or her agent in writing, and have two witnesses for the signing of the document or have it notarized.

"Decisional capacity" refers to an adult student being able to understand, reason and act on his or her own behalf. If the student lacks decisional capacity, it means they are unable to provide informed consent for their educational program. Some parents will opt to become their child's legal guardian. This process requires going to court and having a judge declare your child legally incompetent to make certain decisions for himself or herself. Another option that doesn't require legal action is to become your child's educational representative for special education purposes. It is required to have a written statement by a qualified professional (a physician, psychologist, psychiatrist, a representative from the Developmental Disabilities Division, etc.) that your child lacks decisional capacity due to his or her disability.

It is intended for post high school planning to include academic achievement and functional performance information such as: final report card, progress reports from the IEP, recent scores in reading and math, and skill levels related to communication, independent living, mobility and social skills (as appropriate).