[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-587061-105":59,"doc-detail-587061-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","coordinating-transition-services-and-postsecondary-access-guidance-on-requirements-under-the-idea-and-the-rehabilitation-act","COORDINATING TRANSITION SERVICES AND POSTSECONDARY ACCESS - GUIDANCE ON REQUIREMENTS UNDER THE IDEA AND THE REHABILITATION ACT","","Guidance outlining how State educational agencies, local educational agencies, and vocational rehabilitation agencies can coordinate transition services to support students and youth with disabilities moving from high school to postsecondary education and competitive integrated employment. The document explains IDEA requirements, including FAPE and the definition of transition services, and describes how transition planning is reflected in a student’s individualized education program (IEP). It also addresses alignment with VR-funded adult services and postsecondary access options.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/coordinating-transition-services-and-postsecondary-access-guidance-on-requirements-under-the-idea-and-the-rehabilitation-act/587061/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/coordinating-transition-services-and-postsecondary-access-guidance-on-requirements-under-the-idea-and-the-rehabilitation-act/587061.png","ImageObject",300,407,{"name":92,"@type":93},"Fahsai","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the IDEA’s core requirement regarding education for eligible students with disabilities?","Question",{"text":112,"@type":113},"The cornerstone of IDEA is the entitlement to a free appropriate public education (FAPE) with special education and related services designed to meet the student’s unique needs and prepare them for further education, employment, and independent living.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does IDEA define transition services?",{"text":117,"@type":113},"Transition services are a coordinated set of activities designed to improve academic and functional achievement and facilitate movement from school to post-school activities such as postsecondary education, integrated employment, adult education, adult services, independent living, and community participation.",{"name":119,"@type":110,"acceptedAnswer":120},"When should transition planning be included in a student’s IEP under IDEA?",{"text":121,"@type":113},"IDEA requires transition planning to be included in the first IEP in place when the student turns 16, although many IEP teams begin this process earlier through ongoing conversations about the student’s post-high school aspirations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587061,1792192227,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},549768702563,"https://ap-avatar.wpscdn.com/avatar/8000c4aa63b76e948b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786536092046926083","COORDINATING TRANSITION SERVICES AND POSTSECONDARY ACCESS  \nGUIDANCE ON REQUIREMENTS UNDER THE IDEA AND THE REHABILITATION ACT  \nOFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES OFFICE OF SPECIAL EDUCATION PROGRAMS | REHABILITATION SERVICES ADMINISTRATION  \nU. S. DEPARTMENT OF EDUCATION  \nJANUARY 2025  \nINTRODUCTION  \nThe U.S. Department of Education (Department) is committed to ensuring that students and youth with disabilities are held to high expectations and have the resources and supports needed to expand their learning opportunities and prepare them for success in postsecondary education and competitive integrated employment (CIE) . In the 2019-2020 academic year, approximately 21 percent of undergraduate students reported having a disability—which is a marked increase from the six percent of undergraduate students who reported having a disability during the 1995-1996 academic year. i This guidance builds on the Department’s guidance A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities (August 30, 2020), as well as prior policy letters, ii and describes how State educational agencies (SEAs), local educational agencies (LEAs), and State vocational rehabilitation (VR) agencies may coordinate to assist students with disabilities, including students with intellectual disabilities, who are in high school and will be transitioning out of high school and will potentially receive services as an adult funded by programs authorized under the Rehabilitation Act of 1973 (Rehabilitation Act) and other Federal or State funding sources. The Department supports States in their work to increase postsecondary education options and opportunities for individuals with disabilities, including students and youth with intellectual disabilities, through participation in comprehensive transition programs and postsecondary education iii at institutions of higher education (IHEs) .  \nTABLE OF CONTENTS  \nIntroduction ..................................................................................................................................... i  \nSection A: IDEA Requirements ....................................................................................................... 1  \nSection B: Connecting IDEA Transition Services with VR Services ................................................. 7  \nSection C: Enrolling in Courses at IHEs......................................................................................... 13  \nSection D: Transition Services and Pre-ETS under the VR Program ............................................. 15  \nSection E: Postsecondary Education and Dual Enrollment under the VR Program ..................... 20  \nSECTION A: IDEA REQUIREMENTS  \nQuestion A-1: What is the IDEA?  \nAnswer: The cornerstone of the IDEA is the entitlement to a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet the student’siv unique needs and that prepare the student for further education, employment, and independent living. IDEA section 601(d)(1)(A) . Under IDEA, FAPE must be made available to all eligible students with disabilities residing in the State ages 3 through 21 years in the State’s mandated age range, with a few specific exceptions.v FAPE includes special education and related services that:  \n1) are provided at public expense, under public supervision and direction, and without charge;  \n2) meet the standards of the SEA, including the requirements of the IDEA;  \n3) include an appropriate preschool, elementary school, or secondary school education in the State involved; and  \n4) are provided in conformity with an individualized education program (IEP) that meets the requirements of section 614(d) of IDEA. Also see IDEA section 602(9) and  \n34 C. F. R. § 300.17 for the definition of FAPE.  \nQuestion A-2: What are transition services under IDEA?  \nAnswer: Transition services are defined in IDEA as a coordinated se","cbCaiuA3NM2oZA8A","https://ap.wps.com/l/cbCaiuA3NM2oZA8A","pdf",1093700,27,"English","# Introduction\n# Section A: IDEA Requirements\n## Question A-1: What is the IDEA?\n## Question A-2: What are transition services under IDEA?\n# Section B: Connecting IDEA Transition Services with VR Services\n# Section C: Enrolling in Courses at IHEs\n# Section D: Transition Services and Pre-ETS under the VR Program\n# Section E: Postsecondary Education and Dual Enrollment under the VR Program","[{\"question\":\"What is the IDEA’s core requirement regarding education for eligible students with disabilities?\",\"answer\":\"The cornerstone of IDEA is the entitlement to a free appropriate public education (FAPE) with special education and related services designed to meet the student’s unique needs and prepare them for further education, employment, and independent living.\"},{\"question\":\"How does IDEA define transition services?\",\"answer\":\"Transition services are a coordinated set of activities designed to improve academic and functional achievement and facilitate movement from school to post-school activities such as postsecondary education, integrated employment, adult education, adult services, independent living, and community participation.\"},{\"question\":\"When should transition planning be included in a student’s IEP under IDEA?\",\"answer\":\"IDEA requires transition planning to be included in the first IEP in place when the student turns 16, although many IEP teams begin this process earlier through ongoing conversations about the student’s post-high school aspirations.\"}]","COORDINATING TRANSITION SERVICES AND POSTSECONDARY ACCESS - GUIDANCE ON REQUIREMENTS UNDER THE IDEA AND THE REHABILITATION ACT | PDF",1792060577,68]