Secondary transition is the process of preparing students for life after they leave high school, including participation in post-secondary education or training, employment, and community living. These three areas are often referred to as “post-secondary outcomes” and are the driving force behind Individualized Education Programs (IEPs) written for students in high school. The planning process is a collaborative effort between the student, family/caregiver, school team, and agency partners. School psychologists need to understand the secondary transition requirements because these requirements have an impact on the evaluation / reevaluation process, of which the school psychologist is often a required team member.
School psychologists play a valuable role in supporting post-secondary outcomes for students with disabilities in a number of ways. First, school psychologists can support the collection and interpretation of transition assessment data and information. They can support the secondary transition process by providing information about evidence-based interventions, accommodations and modifications students require. Additionally, school psychologists can provide consultation and collaborative support by facilitating team problem-solving meetings or problem-solving through intervention implementation. They can also provide direct services, such as social skills training for secondary transition or even parent training. School psychologists can provide a variety of important services and support to contribute to the secondary transition process.
The Role of the School Psychologist in Secondary Transition Planning