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Key Provisions on Transition

IDEA 1997 compared to H.R. 1350 (IDEA 2004)

On December 3, 2004, President George W. Bush signed H.R. 1350 (IDEA 2004) into law. This document identifies the major changes between IDEA 1997 and H.R. 1350 (IDEA 2004) concerning transition services (bold text indicates language changes from IDEA 1997).

Individuals with Disabilities Education Act of 1997

H.R. 1350: Individuals with Disabilities Education Improvement Act of 2004

Part A: GENERAL PROVISIONS

Section 601: SHORT TITLE; TABLE OF CONTENTS; FINDINGS; PURPOSES

Section 601: SHORT TITLE; TABLE OF CONTENTS; FINDINGS; PURPOSES

(d) PURPOSES. The purposes of this title are—

(1)(A) to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living

(d) PURPOSES. The purposes of this title are—

(1)(A) to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living

Section 602: DEFINITIONS

Section 602: DEFINITIONS

 (30) TRANSITION SERVICES. The term “transition services” means a coordinated set of activities for a student with disability that—

(A) is designed within an outcome-oriented process, which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

(B) is based upon the individual student’s needs, taking into account the student’s preferences and interests; and

(C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation.

 (34) TRANSITION SERVICES: The term “transition services” means a coordinated set of activities for a child with a disability that—

(A) is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

(B) is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and

(C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation.

Part B: ASSISTANCE FOR EDUCATION OF ALL CHILDREN WITH DISABILITIES

Section 614: INDIVIDUALIZED EDUCATION PROGRAMS

(c) ADDITIONAL REQUIREMENTS FOR EVALUATION AND REEVALUATIONS

Section 614: INDIVIDUALIZED EDUCATION PROGRAMS

(c) ADDITIONAL REQUIREMENTS FOR EVALUATION AND REEVALUATIONS

(5) EVALUATIONS BEFORE CHANGE IN ELIGIBILITY-- A local educational agency shall evaluate a child with a disability in accordance with this section before determining that the child is no longer a child with a disability.

(5) EVALUATIONS BEFORE CHANGE IN ELIGIBILITY--

(A) IN GENERAL – Except as provided in subparagraph (B), a local educational agency shall evaluate a child with a disability in accordance with this section before determining that the child is no longer a child with a disability.

(B) EXCEPTION—

 (i) IN GENERAL – The evaluation described in subparagraph (A) shall not be required before the termination of a child’s eligibility under this part due to graduation from secondary school with a regular diploma, or due to exceeding the age eligibility for a free appropriate public education under State law.

 (ii) SUMMARY OF PERFORMANCE – For a child whose eligibility under this part terminates under circumstances described in clause (i), a local education agency shall provide the child with a summary of the child’s academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals.

Section 614, INDIVIDUALIZED EDUCATION PROGRAMS

(d) INDIVIDUALIZED EDUCATION PROGRAMS

Section 614, INDIVIDUALIZED EDUCATION PROGRAMS

(d) INDIVIDUALIZED EDUCATION PROGRAMS

(1) DEFINITIONS
 (A) INDIVIDUALIZED EDUCATION PROGRAM

(vii)(I) beginning at age 14, and updated annually, a statement of the transition service needs of the child under the applicable components of the child’s IEP that focuses on the child’s courses of study (such as participation in advanced-placement courses or a vocational education program);

(II) beginning at age 16 (or younger, if determined appropriate by the IEP Team), a statement of needed transition services for the child, including, when appropriate, a statement of the interagency responsibilities or any needed linkages; and

(III) beginning at least one year before the child reaches the age of majority under State law, a statement that the child has been informed of his or her rights under this title, if any, that will transfer to the child on reaching the age of majority under section 615(m); and

(viii) a statement of—

(I) how the child’s progress toward the annual goals described in clause (ii) will be measured; and

(II) how the child’s parents will be regularly informed (by such means as periodic report cards), at least as often as parents are informed of their nondisabled children’s progress of –
 (aa) their child’s progress toward the annual goals described in clause (ii); and
 (bb) the extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year.

(1) DEFINITIONS
 (A) INDIVIDUALIZED EDUCATION PROGRAM

(VIII) beginning not later that the first IEP to be in effect when the child is 16, and updated annually thereafter—

(aa) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills;

(bb) the transition services (including courses of study) needed to assist the child in reaching those goals; and

(cc) beginning not later than 1 year before the child reaches the age of majority under State law, a statement that the child has been informed of the child’s rights under this title, if any, that will transfer to the child on reaching the age of majority under section 615(m).

(ii) RULE OF CONSTRUCTION— nothing in this section shall be construed to require –

(I) that additional information be included in a child’s IEP beyond what is explicitly required in this section; and

(II) the IEP Team to include information under 1 component of a child’s IEP that is already contained under another component of such IEP.

[Note: The following text appears in Part B, Section 614 (d)(1)(A)(i), as part of the definition of what an IEP includes.]

(II) a statement of measurable annual goals, including academic and functional goals, designed to--

(aa) meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and

(bb) meet each of the child’s other educational needs that result from the child’s disability;

(III) a description of how the child’s progress toward meeting the annual goals described in subclause (II) will be measured and when periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report card) will be provided;

(3) DEVELOPMENT OF IEP--

(A) IN GENERAL- In developing each child’s IEP, the IEP Team, subject to subparagraph (C), shall consider –

 (i) the strengths of the child and the concerns of the parents for enhancing the education of their child; and

 (ii) the results of the initial evaluation or most recent evaluation of the child.

(3) DEVELOPMENT OF IEP --

(A) IN GENERAL – In developing each child’s IEP, the IEP Team, subject to subparagraph (C), shall consider –

 (i) the strengths of the child;

 (ii) the concerns of the parents for enhancing the education of their child;

 (iii) the results of the initial evaluation or most recent evaluation of the child; and

 (iv) the academic, developmental, and functional needs of the child.

(6) CHILDREN WITH DISABILITIES IN ADULT PRISONS –

(A) IN GENERAL – The following requirements do not apply to children with disabilities who are convicted as adults under State law and incarcerated in adult prisons:

 (i) The requirements contained in section 612(a)(17) and paragraph (1)(A)(v) of this subsection (relating to participation of children with disabilities in general assessments.)

 (ii) The requirements of subclauses (I) and (II) of paragraph (1)(A)(vii) of this subsection (relating to transition planning and transition services), do not apply with respect to such children whose eligibility under this part will end, because of their age, before they will be released from prison.

(7) CHILDREN WITH DISABILITIES IN ADULT PRISONS--

(A) IN GENERAL – The following requirements shall not apply to children with disabilities who are convicted as adults under State law and incarcerated in adult prisons:

 (i) The requirements contained in section 612(a)(16) and paragraph(1)(A)(i)(VI) (relating to participation of children with disabilities in general assessments).

 (ii) The requirements of items (aa) and (bb) of paragraph (1)(A)(i)(VIII) (relating to transition planning and transition services), do not apply with respect to such children whose eligibility under this part will end, because of such children’s age, before such children will be released from prison.


Resources

Council for Exceptional Children (CEC)
CEC provides a summary of the law, their recommendations, and a link to the text of the law.
http://www.cec.sped.org/

National Association of State Directors of Special Education (NASDSE)
NASDSE has a side-by-side comparison of IDEA '97 and the new law available for purchase.
http://www.nasdse.org/

Wrightslaw IDEA 2004
Wrightslaw provides information on changes in the law, as well as some brief explanatory comments.
http://www.wrightslaw.com/law/idea/index.htm


Contact Information

David R. Johnson, Ph.D., Director
National Center on Secondary Education and Transition
Institute on Community Integration
University of Minnesota
102D Pattee Hall
150 Pillsbury Dr. SE
Minneapolis, MN 55455
612-624-1062
johns006@umn.edu

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Minneapolis MN 55455
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612-624-2097 (phone)
612-624-9344 (fax)

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