[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-587295-105":59,"doc-detail-587295-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","postsecondary-education-transition-and-planning-services-barriers-and-recommendations","Postsecondary Education Transition and Planning Services - Barriers and Recommendations","","Postsecondary Education Transition and Planning Services examines how Virginia’s higher education institutions use transition IEPs under federal IDEA and ADA requirements, highlighting documentation and process gaps that delay access to reasonable accommodations. Guided by HB1805 (2025), a workgroup identifies emergent themes including missing current functional limitation information, misunderstandings between K–12 and postsecondary responsibilities, and insufficient student self-advocacy skills. Recommendations focus on standardization and clearer pathways so transition services and accommodations are timely, consistent, and properly determined.",{"@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/postsecondary-education-transition-and-planning-services-barriers-and-recommendations/587295/",{"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/postsecondary-education-transition-and-planning-services-barriers-and-recommendations/587295.png","ImageObject",300,407,{"name":92,"@type":93},"วิน","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What prompted this report’s review of transition services in higher education?","Question",{"text":112,"@type":113},"In 2025, Virginia enacted HB1805, directing SCHEV to examine the quality and consistency of transition IEPs to improve standardization and ensure timely provision of transition services and accommodations in higher education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do IDEA and ADA shape transition planning for students with disabilities?",{"text":117,"@type":113},"IDEA focuses on specially designed instruction and preparation for life beyond high school, while ADA requires reasonable accommodations in higher education without fundamentally altering academic programs.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the main barrier identified by the workgroup regarding transition IEPs?",{"text":121,"@type":113},"IEPs are often accepted as proof of disability, but they rarely include current, substantial functional limitation information needed for institutions to determine reasonable accommodations, leading to delays and additional documentation and potential extra costs for students and families.","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},587295,1792189224,{"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":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":31,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336475104736,"https://ap-avatar.wpscdn.com/avatar/22000c4c5e0e5b17e70?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786591360781797222","# Postsecondary Education Transition\n\nand Planning Services: Barriers andRecommendations  \nNovember 2025  \nState Council of Higher Education for Virginia  \nTable of Contents  \nExecutive Summary ................................................................................................................. 1  \nPreamble .................................................................................................................................. 4  \nBackground ............................................................................................................................... 4  \nProcess........................................................................................................................................ 6  \nEmergent Themes .................................................................................................................... 7  \nFindings ..................................................................................................................................... 7  \nBarriers....................................................................................................................................... 8  \nRecommendations................................................................................................................. 12  \nOverarching Recommendation ............................................................................................ 12  \nNEXT STEPS............................................................................................................................ 23  \nACKNOWLEDGEMENTS.......................................................................................................... 24  \nAppendix A: Process .............................................................................................................. 25  \nAppendix B: Documentation and Process FAQ .................................................................... 27  \nAppendix C: My summary of performance ........................................................................... 30  \nAppendix D: Workgroup Notes .............................................................................................. 38  \n## EXECUTIVE SUMMARY\n\nIn 2025, the Virginia General Assembly enacted HB1805, directing the State Council ofHigher Education for Virginia (SCHEV) to examine the quality and consistency of transitionIndividualized Education Programs (IEPs) for students with disabilities, with the goal ofimproving standardization and ensuring the timely provision of transition services andaccommodationsin higher education. This charge buildson the foundation established byHB509/SB21 (2024), which emphasized the acceptance of recent IEPs as sufficient proof ofdisability but underscored the need for stronger support to families and clearer distinctionsbetween secondary and postsecondary processes.  \n## Background\n\nTransition planning is governed by two distinct federal frameworks: the Individuals withDisabilities Education Act (IDEA), which emphasizes specially designed instruction andpreparation for life beyond highschool, andthe Americans with Disabilities Act (ADA),which mandates reasonable accommodationsin higher education without fundamentallyaltering academic programs. Transition IEPs, developed annually beginning at age 14, areintended to bridge these systems by equipping students with work-based readiness, self -determination, academic, and independent living and adult living skills. However, gapsindocumentation, preparation and communication often create barriers that delay or preventstudents from accessing accommodationsin college including ones that may come atafinancial cost to the student and family. IEPs do not always contain the current andsubstantial functional limitation information (defined as restrictions to daily activities that anindividual struggles to perform based upon a diagnosed disability) needed to make thedeterminations of appropriate accommodations that do ","cbCaibfdcMQrsRuQ","https://ap.wps.com/l/cbCaibfdcMQrsRuQ","pdf",1020966,"English","# Executive Summary\n# Preamble\n# Background\n# Process\n# Emergent Themes\n# Findings\n## Barriers\n## Recommendations\n### Overarching Recommendation\n# Next Steps\n# Acknowledgements\n## Appendix A: Process\n## Appendix B: Documentation and Process FAQ\n## Appendix C: My summary of performance\n## Appendix D: Workgroup Notes","[{\"question\":\"What prompted this report’s review of transition services in higher education?\",\"answer\":\"In 2025, Virginia enacted HB1805, directing SCHEV to examine the quality and consistency of transition IEPs to improve standardization and ensure timely provision of transition services and accommodations in higher education.\"},{\"question\":\"How do IDEA and ADA shape transition planning for students with disabilities?\",\"answer\":\"IDEA focuses on specially designed instruction and preparation for life beyond high school, while ADA requires reasonable accommodations in higher education without fundamentally altering academic programs.\"},{\"question\":\"What is the main barrier identified by the workgroup regarding transition IEPs?\",\"answer\":\"IEPs are often accepted as proof of disability, but they rarely include current, substantial functional limitation information needed for institutions to determine reasonable accommodations, leading to delays and additional documentation and potential extra costs for students and families.\"}]","Postsecondary Education Transition and Planning Services - Barriers and Recommendations | PDF",1792061384,126]