SECONDARY TRANSITION - Regulations

1. Add “further education” of children with disabilities to the IDEA’s purposes.

The purposes of IDEA include ensuring that all children with disabilities have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living.
[34 CFR 300.1(a)] [20 U.S.C. 1400(d)(1)(A)]

Dialogue Starter - Cross-stakeholder

Reaction Questions

  1. One of the purposes of IDEA that was specified in the 1997 Amendments to the Act was to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services to meet students’ unique needs to prepare them for employment and independent living. IDEA 2004 added the term to prepare them for “further education.” How might different stakeholders define “further education”?


  2. What are the skills and knowledge that students with disabilities might need to possess in order to prepare them for “further education, employment, and independent living”?


  3. What knowledge and skills do service providers need to possess in order to provide students the opportunities to prepare for further education, employment, and independent living?


  4. How might the addition of “further education” impact curriculum and accountability for students with disabilities? How is the transition planning process impacted?


  5. In what ways does your district/unit/LEA provide for further education, employment and independent living opportunities for youth in transition? How does this vary related to a student’s unique needs?


Application Questions

  1. What state/district policies and programs currently exist to promote students’ achievement of “further education,” future employment, and independent living?
    • How are parents and youth informed about these policies and programs?
    • In your opinion, how might your state’s/district’s policies and programs need to be revised in order to provide more appropriate opportunities for “further education, future employment, and independent living?”


  2. How might the addition of “further education” impact curriculum and transition planning for students with disabilities?


  3. How does “preparation for further education, employment, and independent living” fit into a state’s standards framework and accountability system?


  4. How might your state/district partner with key stakeholders, including parents and students, in determining how to integrate “further education” into a student’s IEP?

    These questions were developed by the following stakeholders working together:
    Role: Administrator
    Location: California

    Role: Teacher
    Location: Minnesota

    Role: Teacher
    Location: South Carolina

    Role: Teacher
    Location: Colorado

    Role: Teacher
    Location: California

    Role: Higher Education
    Location: Indiana

    Role: Teacher
    Location: Florida

    Role: Service Provider
    Location: Kentucky

    Role: Family
    Location: Arizona

    Role: Administrator
    Location: Florida

    Role: Administrator
    Location: Illinois

    Role: Policymaker
    Location: Arizona

    Role: TA Provider
    Location: California

    Role: Service Provider
    Location: California