Page 194 - Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide

Draft Part E: The Individual Education Plan (IEP) Components of a Transition Plan
Transition plans must be part of the student’s IEP, and must include the following elements, first outlined in the Ministry of Education’s policy document Individual Education Plans: Standards for Development, Program Planning, and Implementation (2000) and later reiterated more broadly in PPM No. 156:
• specific goals for the student’s transition
• the strategies to be used and the actions required, now and in the future,
to achieve the stated goals
• the person or agency responsible for or involved in completing or
providing assistance in the completion of each of the identified actions
• timelines for the implementation of each of the identified actions
The Student’s Transition Goals
Transition goals will vary depending on the student’s needs. For example, for a student making the transition to postsecondary activities, the goals will pertain to employment, further education, and/or community living. However, for a student who requires support when making the transition between various activities and settings, the goals will be different. They will pertain to improving behaviour or skills in certain situations.
The transition goals for all students must be realistic and should reflect the strengths, needs, and interests of the student. The goals should also be consistent with what the students have documented and shared with educators and their parents in their Individual Pathway Plans (IPPs) (in Grades 7 through 12) or may have documented and shared in their All About Me portfolios (in Kindergarten to Grade 6).
Where possible, students should assume responsibility for identifying their transition goals and the steps needed to achieve them.
For the student making the transition to postsecondary activities, the goals should strike a balance among the following considerations:
• the student’s ideal vision of the future
• the limitations and/or barriers (actual and potential) to the student’s
realizing this ideal vision
• the extent to which these limitations and/or barriers may be overcome
by actions or supports such as appropriate health care and social services, help from family and friends, and accommodations from
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