Timelines, Evaluation and Follow-up

Transition is a complicated process that takes thought, planning and an extensive exchange of information. Appropriate planning takes time. The general procedures such as collecting records, a few phone calls, and a representative from the receiving school at the annual review are woefully inadequate for transitioning a student with ASD from level to level.

To be effective, the transition process should begin at least a year before the student changes programs. A transition goal and objectives should be part of the student’s IEP the academic year prior to the move. The goals should be based on the skills the student will need in order to participate in a transition and be successful at the next level. Such skills might include raising his hand to answer, taking turns or taking the bus. Activities that prepare and familiarize the student with the new school or program should occur over time. Strategies might include priming (click here to learn more about priming), social stories (click here to learn more about social stories), field trips, photographs and other visual supports.