Transitions from home to school, one school or one level of schooling to another, and from school to independent or supported adult living can be difficult and confusing times for students. For students with special needs, the transition process requires especially careful planning to ensure that the elements of the IEP and the support services required to carry it out are not disrupted or lost in the process. A coordinated plan, implemented well before the anticipated move, can ensure that students have needed supports in place.

A carefully developed transition plan will specify the supports and services necessary to enable the student to be successful in the new school or community environment. A transition plan should be developed collaboratively with the student, family, and agencies currently involved with the student. As well, agencies expected to be involved with the student and family in the new setting should be included, and specific expectations for the student should be identified.

Students should be encouraged to take ownership of the transition planning process. This involvement will provide opportunities for students to further develop skills in self-awareness and self-confidence.

Planning for transitions should begin well before the move to the new setting. The planning timelines will vary with the student and the extent of preparation the student will need. For younger students, the transition to school or from one level of schooling to another should be planned well before the transition takes place. As students grow older and placement choices become more complex, an earlier start to transition planning is necessary. Hence, transition planning should begin at least two to three years prior to leaving secondary school. Students and parents can benefit from tours of specific facilities, and can participate in support groups, workshops and visits.