Policy – Category 5000 (Students) BP 5004 – Instructional Planning and the IEP
e. The needs of a child who is deaf or hard of hearing must take into account the child’s language and communication, opportunities for direct communication with peers and professionals in that child’s language and communication mode, academic level, and opportunities for direct instruction. • For each child with a disability, beginning at age 16, or younger if determined appropriate by the IEP team, the IEP must include a statement of needed transition services, including, if appropriate, a statement of the interagency responsibilities or any needed linkages “Transition Services” means a coordinated set of activities for a child with a disability that: a. Are designated within an outcome-oriented process that promotes movement from school to post-school activities, including postsecondary education, vocational training, integrated employment including supported employment, continuing and adult education, adult services, independent living, or community participation; b. Are based on the individual child’s needs, taking into account the child’s preferences and interests; and c. Include: 1. Instruction; or 2. Training; 3. Community experiences; 4. The development of employment and other post-school adult living; and 5. If appropriate, acquisition of daily living skills and functional vocational evaluation. • Transition services for a child with a disability may be special education, if provided as specially designed instruction, or related services, if required to assist a child with a disability to benefit from special education a. A statement of the transition service needs to prepare the child for adult living beyond high school addressing the child’s courses of study;
BP 5004 – Instructional Planning and the IEP
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Desert Mountain Charter Special Education Local Plan Area (DMCS) (rev. 09/18)
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