|Secondary Transition (Graduation, College, School-to-Work)|
The information on this discover IDEA CD 2002 about Secondary Transition (Graduation, College, School-to-Work) includes:
Topic Briefs and Fact Sheets
Graduation with a Regular Diploma
Office of Special Education Programs (OSEP), U.S. Department of Education, 1999
This Topic Brief looks at the provisions proposed in the Notice of Public Rulemaking (NPRM) with respect to graduation with a regular diploma, the comments received during the public comment period, and the changes that were made and released in the final regulations.
OSEPs Training Overheads
Overheads for Subpart E-Procedural Safeguards
Transfer of parental rights at age of majority, #38-39
Overheads for Appendix A
Participation of students in IEP meeting when transition discussed, #29-31
Preparing students for employment and other post-school experiences, #39-49
Overheads for Transportation in Part B
Transition planning, #17-18
Overheads on OSEPs Correspondence
Part B: Section 611-612
Parents right to due process hearing regarding non-regular diploma, #20-23
Standards for graduation, #24-26
Correspondence: This is correspondence from the Department of Education received by individuals during the previous quarter (calendar year - CY) that describes the interpretations of IDEA or the regulations that implement IDEA.
CY2000 - Fourth Quarter
December 27, 2000 to Oregon Department of Education Executive Legal Officer, C. Gregory McMurdo.
TOPIC ADDRESSED: Interagency Coordination
SECTION OF IDEA: Part B - Assistance for Education of All Children With Disabilities; Section 612 - State Eligibility
CY2000 - Third Quarter
July 20, 2000 to Kansas State Department of Education General Counsel, Rodney J. Bieker.
TOPIC ADDRESSED: Transfer of Rights
SECTION OF IDEA: Part B - Assistance for Education of All Children with Disabilities; Section 615 - Procedural Safeguards
|Materials developed by OSEP-funded projects|
PEER Project, 2000
This is a manual on standards-based education and students with disabilities in grades K-12. The manual includes an information brief, Transition in an Era of Education Reform, and a fact sheet about transition, in both English and Spanish.
1997: Implications of the Transition Requirements
National Transition Network, 2000
This Policy Update issue reviews all of the changes IDEA 97 brought to transition services, with direct quotations from the legislation.
97 Transition Requirements: A Guide for States, Districts, Schools, Universities
Western Regional Resource Center, Mountain Plains Regional Resource Center, Arizona State University West, and National Transition Network, 2000
This monograph looks closely at the IDEA '97 transition requirements, suggests a process for addressing those requirements in the IEP, and includes many sample materials.
|Links and Contact Information|
The George Washington University
2121 K Street, NW, Suite 220
Washington, DC 20037
(202) 973-0904; (800) 544-3284 phone
(202) 973-0908 fax
The HEATH Resource Center's mission is to make known the educational and training opportunities available after high school in whatever settings adults with disabilities may choose to continue their education: college campuses, vocational/technical schools, independent career schools, adult and continuing education programs, independent living centers, and other training entities. HEATH promotes the type of accommodations that enable full participation by people with disabilities in regular and in specialized postsecondary programs so that these settings will be the least restrictive and most productive environment possible for them.
Center on Secondary Education and Transition (NCSET)
University of Minnesota
6 Pattee Hall
150 Pillsbury Drive SE
Minneapolis, MN 55455
(612) 624-2097 phone
(612) 624-9344 fax
The National Center on Secondary Education and Transition seeks to increase the capacity of national, state and local agencies and organizations to improve secondary education and transition results for youth with disabilities and their families. The Center is headquartered at the University of Minnesota, and is a partnership comprised of six organizations currently involved in a wide range of efforts focused on the secondary education and transition of youth with disabilities.
Center for Postsecondary Outreach (MCPO)
St. Paul Technical College
235 Marshall Avenue
St. Paul, MN 55102
(651) 846-1327 phone
(651) 846-1527 TTY
(651) 221-1339 fax
The Midwest Center for Postsecondary Outreach (MCPO) is one of four regional postsecondary education centers that provide technical assistance to postsecondary institutions across the nation. The four regional centers work collaboratively and are known as the Postsecondary Education Programs Network (PEPNet).
MCPO was established at St. Paul Technical College in October of 1996. The purpose of the MCPO is to increase and improve postsecondary educational opportunities for individuals who are Deaf and Hard of Hearing in the following twelve midwestern states: Iowa, Illinois, Indiana, Kansas, Minnesota, Michigan, Missouri, Nebraska, North Dakota, Ohio, South Dakota and Wisconsin. The MPCO also provides technical assistance for postsecondary institutions to improve existing services or to establish new services for students who are Deaf and Hard of Hearing. The center works primarily at an institutional level to increase the capacity of colleges, universities, and other postsecondary institutions to attract and serve Deaf and Hard of Hearing students.
Northeast Technical Assistance Center (NETAC)
Rochester Institute of Technology
52 Lomb Memorial Drive
Rochester, NY 14623
(585) 475-6433 phone/TTY
(585) 475-7660 fax
The Northeast Technical Assistance Center (NETAC) works to: increase access and transition opportunities for students who are deaf or hard of hearing; expand the knowledge and skills of those who work with students who are deaf or hard of hearing; enhance resources and increase the amount of information available to institutions who want to improve their support services and increase enrollment, retention, and graduation rates for postsecondary students who are deaf or hard of hearing. NETAC serves the states and territories of Connecticut, Delaware, the District of Columbia, Maine, Maryland, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Puerto Rico, Rhode Island, and Vermont.
Postsecondary Education Consortium (PEC)
Center on Deafness
The University of Tennessee
Claxton Complex Addition 507
Knoxville, TN 37996-3400
(865) 974-0607 phone/TTY
(865) 974-3522 fax
The Postsecondary Education Consortium (PEC) at the University of Tennessee was designed to create partnerships among postsecondary institutions, community and state agencies, professional organizations and individuals who are deaf and hard of hearing, for the purpose of increasing the capacity of colleges, universities, and other postsecondary institutions to attract and serve deaf and hard of hearing students. By working primarily at the institutional level, PEC strives to ensure that more educational opportunities are available to deaf and hard of hearing students. PEC serves the southern region of the United States: Alabama, Arkansas, Georgia, Florida, Kentucky, Louisiana, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia, West Virginia and the Virgin Islands.
Western Region Outreach Center & Consortia (WROCC)
National Center on Deafness
California State University, Northridge
18111 Nordhoff Street
Northridge, CA 91330-8267
(888) 684-4695 or (818) 677-2099 phone/TTY
(818) 677-6270 fax
The Western Region Outreach Center & Consortia (WROCC) works primarily at the institutional level to increase and enhance postsecondary educational opportunities for individuals who are deaf and hard of hearing. WROCC staff provide in-service training and technical assistance to personnel at all institutional levels including faculty, staff and administration in postsecondary, vocational, technical, adult education, and continuing education programs. The technical assistance, training and resources are designed to ensure that the access needs of individuals who are deaf or hard of hearing are met in the postsecondary education settings. WROCC serves the diverse western region of the United States: Alaska, American Samoa, Arizona, California, Colorado, Guam, Hawaii, Idaho, Montana, Nevada, New Mexico, Northern Mariana Islands, Oregon, Utah, Washington and Wyoming.
The Policymaker Partnership
(PMP) Mini Webs
PMP mini webs are focused web sites dedicated to a specific topic and representative of special education and general education perspectives. The mini web provides information from the U.S. Department of Education, The Office of Special Education Programs and many other funded projects. Each mini web presents research, related resources, links, documents and organizations related to the selected topic.
The following entries in the Topic Index will help you link to specific sections within Part 300:
Parts 301, 303 and 304 do not have a Topic Index, but you can use the words or phrases above to search those Parts using your browsers FIND function.
The following sections of the Part B Regulations include key information about Secondary Transition (Graduation, College, School-to-Work):
|Part 300 - Assistance to States for the Education of Children With Disabilities|
Subpart A-General: Definitions
Sec. 300.24 Related services (rehabilitation counseling)
Sec. 300.26 Special education (travel training and vocational education)
Sec. 300.29 Transition services
Subpart B-State and Local Eligibility
Sec. 300.122 Exception to FAPE for certain age
Sec. 300.137 Performance goals and indicators
Sec. 300.244 Coordinated service system
Free Appropriate Public Education
Sec. 300.305 Program options
Sec. 300.311 FAPE requirements for students with disabilities in adult prisons
Individualized Education Program
Sec. 300.344 IEP team
Sec. 300.345 Parent participation
Sec. 300.346 Development, review and revision of IEP
Sec. 300.347 Content of IEP (transition services)
Sec. 300.348 Agency responsibilities for transition services
Subpart E-Procedural Safeguards
Sec. 300.517 Transfer of parental rights at age of majority
Sec. 300.534 Determination of eligibility
Subpart F-State Administration: State Advisory Panel
Sec. 300.651 Membership includes representative of a vocational, community or business organization concerned with provision of transition services to children with disabilities
Appendix A to Part 300 - Notice of Interpretation: This section is very helpful to understanding the purpose and intent of the Regulations and the way in which the U.S. Department of Education understands the requirements of the Law. This section includes 40 questions and answers, clustered under such categories as: involvement in the general curriculum, parent and student involvement, preparing for employment and post-school experiences, and other questions about the implementation of the Act.