14-1: Describe the purpose of transition planning for students with high-incidence disabilities (HID) and the requirements under IDEA.

14-2: Explain the roles and importance of learning, working, living, and playing in the transition process; and demonstrate how examples of each of these areas can be explicitly taught and integrated into other classroom instruction.

14-3: Describe the importance of student and other stakeholders’ involvement in the transition IEP process and how person centered planning can enhance the process.

14-4: Explain why sensitivity to family cultural differences may impact the IEP transition process to a larger degree than pretransition IEP experiences. Create examples of how family desires of a student’s future may differ from the European-American perspective.