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Home / Programs & Resources / TATRA / Articles / Transition to the Next Steps After High School: Highlights

Articles

Transition to the Next Steps After High School: Highlights

The Individuals with Disabilities Education Act

Highlights

• The transition of youth with disabilities from high school to adult life has received increasing emphasis since the 1980s, enhanced by amendments of the Individuals with Disabilities Education Act (IDEA) and its forerunner in 1983, 1986, 1990, and 1997. Other legislation has provided in different ways for equal participation in productive adult life, including the Rehabilitation Act, the Americans with Disabilities Act (ADA), the Developmental Disabilities Assistance and Bill of Rights Act, the School-to-Work Opportunities Act of 1994, and the Workforce Investment Act of 1998.
• Beginning when students are 14, their Individualized Education Programs (IEPs) include a statement of their school and post-school goals, so that attention becomes focused on planning for this transition. No later than age 16, each student should receive the actual transition services that would lead to the achievement of these goals. Although the school has primary responsibility, successful transition services are characterized by family involvement, extensive interagency cooperation among schools, service agencies, vocational and rehabilitation services business, industry, and other community resources.
• More young adults with disabilities, including those with severe disabilities, are completing high school and becoming employed. These gains are the results of greater access to public school transition services; inclusive school environments parent advocacy and support, innovative approaches and initiatives from the business community; a new emphasis on technologies; and innovations in rehabilitation engineering, workplace modifications, and community-based work experiences.
• Since the Education of All Handicapped Children Act (now IDEA) became law in 1975, the number of young adults with disabilities enrolled in postsecondary education has tripled. By the late 1990s, 428,280 students with disabilities were on the campuses of 98% of public two-year and four-year institutions, virtually all of which offer support services that make it possible for more and more students with disabilities to participate.
• Census data for 2000 show that the 16-24 and 25-34 age groups of individuals with disabilities are better represented in the labor force than older groups. These are the age groups that have benefited from IDEA transition services over the past 16 or more years from the ADA in the past 11 years, and from related legislation. The guarantees of these laws are not only increasing productivity and contributions to society, but are also improving quality of life and integration in society for people with disabilities.