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Guiding Students Through Transition: A Comprehensive Timeline

Guiding Students Through Transition: A Comprehensive Timeline

Introduction to Transition Planning

Transition planning is a crucial part of a student's educational journey, especially for those with special needs. It involves preparing students for life after high school, whether that includes further education, employment, or independent living. The Delaware Transition Planning Timeline offers a structured approach to help educators, parents, and students navigate this important phase.

Age 14/8th Grade: Laying the Foundation

At age 14, transition planning officially begins. Students should attend every Individualized Education Program (IEP) meeting to start understanding the process. Key actions include:

Age 15/9th Grade: Building on the Foundation

In 9th grade, students continue their transition journey by actively participating in IEP meetings and revising their post-school goals and course of study as needed. Additional activities include:

Age 16/10th Grade: Gaining Experience

By 10th grade, students should be actively engaged in their transition process. This includes holding a part-time job or volunteering, discussing the anticipated exit year, and ensuring finances are in order. Other tasks include:

Age 17/11th Grade: Preparing for the Future

As students approach the end of high school, they should solidify their plans for post-secondary education or employment. This involves establishing a graduation date, exploring post-high school living arrangements, and participating in co-op or internship programs. Key steps include:

Age 18/12th Grade: Transitioning to Independence

In the final year of high school, students should focus on applying to colleges or post-secondary institutions, completing financial aid packets, and re-applying for SSI and Medicaid. Important considerations include:

Age 19-21/12+ Grade: Finalizing Plans

For students continuing education beyond the traditional high school years, the focus should be on participating in community-based education and internship programs, visiting post-secondary training facilities, and engaging in social activities outside of school. Final steps include:

For more information, please follow this link.

Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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