In Ohio, students with disabilities, beginning with the IEP that will be in place when the student turns 14 (or younger, if appropriate), formally enter into the secondary transition planning process. A truly successful transition process is the result of comprehensive planning that is driven by the student’s preferences, interests, needs, and strengths. This comprehensive planning moves students toward successful future outcomes in competitive, integrated employment, education, and independent living.
- Secondary Transition Modules: These modules offer educators an opportunity to develop skills and knowledge related to comprehensive secondary transition planning based on Taxonomy for Transition Programming 2.0.
- Age-Appropriate Transition Assessment: IEP teams must develop appropriate measurable post-secondary goals and services based on age appropriate transition assessments related to training, education, independent living skills and employment in a competitive environment
- State and Federal Rules and Regulations: Rules and regulations regarding secondary transition and workforce development for students with disabilities include, but are not limited to, the Individuals with Disabilities Education Act (IDEA), the Workforce Innovation and Opportunity Act (WIOA), and Ohio Employment
- First Ohio Longitudinal Transition Study (OLTS) is designed to collect data not only on post-school outcomes, but also on how students’ secondary programs and services promoted these outcomes.
Opportunities to learn more:
Secondary Transition and Workforce Development for Students with Disabilities
College and Career Readiness
Ohio's Graduation Requirements
Ohio AATA Library
National Technical Assistance Center on Transition (NTACT)