1342.12 Companion

105 / 190

1342.12 Companion
July 12, 2017 Page 105
5. A listing of specific transition services and/or supports with at least one goal written for each
identified component.
6. Select graduation plan.
If the IEP Team determines that services and support are not needed, the IEP must include a statement
to that effect and must indicate the basis upon which the determination was made. The IEP Team must
reconsider this determination at least annually.
Transition services are a coordinated set of activities that generally must include: (1) instruction, (2)
community experiences, (3) development of employment and other post-school adult living objectives,
and (4) related services. If appropriate, the IEP/transition plan should also include transition services in
the areas of (5) daily living skills, (6) functional vocational evaluation, and (c) interagency linkages.
Seven Major Categories of Transition Services
The seven major categories of transition services may be described as follows:
1. Instruction - Includes instruction in literacy, instruction in functional or curricular academics,
employability skills training, vocational education, social skills training, college-entrance exam
preparation, preparation for taking state and regional proficiency tests, and placement in
advanced classes. May include teacher-developed accommodations, curriculum adaptations,
and peer tutoring.
2. Community experiences - Includes job shadowing, community work experiences, tours of post-
secondary education settings, residential and community tours, and community services.
3. Development of employment and other post-secondary adult living objectives - Includes
career planning, guidance counseling, interest inventories, person-centered planning, futures
planning, self-advocacy training, job placement, and job try-outs.
4. Transition focused related services - Includes occupational and physical therapy, speech
therapy, social services, psychology services, medical services, rehabilitation technology, and
other professional supports to move the student toward post-secondary outcomes.
5. Daily living skills training - Includes self-care training, home repair, health training, home
economics, independent living training, and money management.
6. Linkages with adult services - Includes referrals or assignment of responsibility for services to
Vocational Rehabilitation, Summer Youth Employment Programs, Mental Retardation and
Developmental Disability Services, Mental Health Services, Social Security, Independent Living
Centers, and agency fairs involving a range of adult services.
7. Functional vocational evaluation needs - Includes situational work assessments, work samples,
work adjustment programs, aptitude tests, and a series of job tryouts.
Transfer of Rights (Age of Majority)
E4 S19e p51, 52
In DoDEA, a student reaches the age of majority at 18. The IDEA and DoDM 1342.12 (June 17, 2015),
require DoDEA to notify the parents and student, as part of transition planning, at least one year before
the student reaches the age of majority, of the rights that will transfer under the IDEA and upon transfer
of those rights. Both the parents and the student are invited to participate in the transition planning
meeting. A statement must be included in the minutes of the transition planning meeting a year before
the student attains majority reflecting that the student has been advised of the pending transfer of
rights, and the student’s IEP should be annotated when the student reaches the age of majority. After
the student reaches the age of majority and rights have been transferred, any notice required by law