Transition Plans

Transition Plans

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

Characteristics notebook pencil

• Part of an IEP, often in chart form, outlining an annual goal and specific responsibilities of team members and timelines.
• Common transitions that can be addressed on a transition plan include: entry to school, move to a new school, move to a new grade/teacher, transition from grade 8 to grade 9 (elementary to secondary transition), transition to post-secondary (after high school: workplace, apprenticeship, college, university, community, etc.)
• Other transitions could include: starting/stopping activities, leaving the classroom, going to recess/gym, going on fieldtrips, having guest speakers in, preparing for fire drill/emergency evacuations.

What it is

Transition plans are a required component of Individual Education Plans (IEPs). Students on IEPs who are 14 years of age and older require a transition plan as part of their IEP to plan for post-secondary activities, except for students who are solely identified with giftedness. Students with Autism Spectrum Disorders (ASD), and other students who need support with changes, will also have a transition plan to prepare for daily transitions, between activities or locations, as their specific needs indicate. Transition plans can be utilized for students to help them cope with change.

Strategies

• Develop transition plans with a team consisting of teachers, special education teacher, educational workers, administrator, parent/guardian, and especially the student.

• Utilize non-teacher professional reports and suggestions.

• Revise throughout the school year, typically at reporting periods or as dictated by changes in student needs.

• Include specific steps/plans with deadlines and strategies.

• Consider supporting the transition plan with alternative curriculum expectations that teach needed social skills related to post-secondary goals.

Associated student needs:
• Transition skills

Resources

• Autism Ontario Transition and Safety Plan Examples and Templates

• Developing Transition Plans for IEPs

Ministry Resources

• EduGains Integrated Transition Planning	• EduGains Transition Resources
• Effective Educational Practices for Students with Autism Spectrum Disorder: A Resource Guide Ontario Ministry of Education document.	• Special Education in Ontario K-12 Policy and Resource Guide, Section C and Section E

Daily Transition Strategies

• From Activity to Activity

Transition to Kindergarten Strategies

• Planning Entry to School

Ontario Ministry of Education document.

Elementary to Secondary Transition Strategies

• Elementary to Secondary Transition Ministry Resources

• Gr. 8-9 LD Transition Supports

Secondary to Post-Secondary Transition Strategies

• For Students with ASD	• Project Advance Summer Program For students with learning disabilities transitioning to York University.
• Transitioning to College

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