The transition planning process has four essential components: policy and
guiding principles, collaborative consultation, the individualized transition
planning process, and the development and implementation of an
individualized transition plan. It is based on policy and guiding principles
embedded in the Special Education Policy Manual (1996). Transition
planning is a required component of individualized program planning
(see Special Education Policy Manual, Policy 2.7). The process is also essential
to effective programming for students with special needs who do not have
IPPs. Transition planning uses a collaborative consultative approach to ensure
the participation of all stakeholders. (See Appendix F) Through this process,
an individualized transition plan emerges. The components of the
individualized transition planning process are shown in the diagram on
the next page.