Topical Guides


Knowing your available time and your audience, choose one or many of the dialogue starters below.

Reaction Questions

1.    From your perspective, why is it important to have parents involved early in the transition process as needs and services are discussed and determined?

2.    What value does the family historical perspective bring to the transition process? 

  • In your opinion, what elements of a student’s or family’s history are most critical to transition planning?

3.    Currently, in what ways are the school and family addressing financial security issues in the transition process?  Please give examples.

4.    In your opinion, what are the most important ways in which family members can support youth as they look to the future and what it holds for them after exiting high school?

Application Questions

1.    What processes/procedures can we put into place to support families to be involved early in the transition process as needs and services are discussed and determined? 

  • What can we do to support and encourage continued involvement as the youth transitions to post school living, education, employment?

2.    What might be the best way to capture the elements of a student’s or family’s history that are most critical to transition planning? 

  • Are there systems or tools that we can create that will support such an effort?

3.    What processes/procedures can we create and sustain to support families in gaining the knowledge and skills to appropriately address financial security issues for youth with disabilities?

These questions were developed by the following
stakeholders working together within the IDEA Partnership:

Role:  State Education Agency
Location:  Georgia

Role:  Family Member
Location:  North Dakota

Role:  Higher Education
Location:  South Carolina

Role:  State Service Agency
Location:  Virginia

Role:  Technical Assistance Provider
Location:  Wisconsin

The IDEA Partnership, located at the National Association of
State Directors of Special Education, is sponsored by the
U.S. Department of Education
Office of Special Education Programs.   2009