Take your Advocacy Skills to the next level with just 12 One Day Class.

The National Special Education Advocacy Institute, NSEAI, has been offering  BCEA™ trainings since 2008. They offered the first and the only national Board Certified Education Advocate program. This nationally recognized program is available for the benefit of parents & leaders in the education advocacy field, such as yourself. 



CLASS TITLE:            700 – Transition Planning and Outcomes  

DURATION:        16.83 hours

Lecture 5.83  hours in 20 videos with out of class assignments of 11.00 hours 
Academic institutions may accept 1.68 quarter credit hours or a no-credit / non-certification grade per course.

This is the seventh of 12 classes in a National Special Education Advocacy Training NSEAT™  program. It may stand-alone or be combined with the full 12-class program as the education prerequisite to the NSEAI Board Certified Education Advocate™ application.   This class was developed as a collegiate level class.

 This class provides a broad introduction to transition planning and the mapping of outcomes. An introduction to transition vocabulary and definitions is provided with an overview of national facts & figures. Transition to adulthood and appropriate programming is reviewed and outlined.    Understanding of the transition meeting is essential and what FAPE is as related to transition services and programming.  An overview of what notices are required and what may be considered a good faith effort is outlined.  Student participation and responsibilities as well as student self advocacy  and self determination is discussed. Family responsibilities are additionally outlined.    Preparation for what to consider and plan for, as well as transition plan mapping is reviewed.  Strategic questions to ask, who should participate and agencies to contact are outlined.  The transition plan document is reviewed. The 9 components of transition programming, individualization of transition plans, post outcome statement, present level of performance, transition areas of need and goals as well as a summary of performance is explained.   Dealing with the uncertainty about the future and how to interview agencies is outlined. Characteristics of transitional programs, ADA and post secondary institution’s obligations and reasonable accommodations are reviewed. Glossary and up to date national links are provided.  

This class is designed to expand parental and professional education advocacy skills with a broad knowledge base related to transition planning and mapping of outcomes. This class provides information to students with disabilities, parents of children with disabilities, educators, lawyers, paralegals, state and federal agencies and related service providers on research based educational programs and interventions and their use.

Definition of Transition
Rates of employment
Education Advocacy Project & Congress
Transition age
Regulatory foundation
Transition to what ?
Transition programming
IEP transition planning process
Preparation for transition plan mapping
Things to consider
Mapping process
Summary of performance
Agencies to contact
What is a good faith effort?
Student participation and self advocacy
Post outcome statement
Present level of performance
Family responsibilities
Student responsibilities
Age of majority 
9 Components of a transitional program
Transition Plan areas of need
Individualization of transition plans
Transition Plan goals
Don’t know what they want in the future?
Agency interviews
Characteristics of transitional programs
ADA and post secondary institutions
Post secondary institutions & reasonable accommodations

After completing the program, participants will be able to:
•    Define transitional planning.
•    Indicate the implications of the use of appropriate and individualized transitional planning.
•    Outline characteristics of transitional planning.
•    Identify critical interventions in transitional programming.
•    Describe strategies for creating an effective transitional plan and program.



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