Adolescent Health Transition Project
Why Health?
Involving the Teen
For School Nurses

Health in the Individualized Education Plan (IEP)

Parents and members of the IEP Team may understand the importance of health but be uncertain about how to include these important issues in the Transition IEP. This section provides information on how health issues fit in the Transition IEP the same way as other learning needs.

Transition services in the IEP promote movement from school to post-school activities. Post-school activities include:

  • teacher and studentsPost-secondary education (e.g. college, community college)
  • Vocational training
  • Employment
  • Continuing and adult education
  • Independent living
  • Community participation – including leisure and recreation

Lack of attention to PDF document health-related needs in the IEP can jeopardize any of the goals in these post-school pursuits. It is important for any youth with special health care needs to know how to manage their own health care and work with their health care providers. Transferring responsibility for self-care to a youth is a complex process dependent in part on the youth’s health needs and cognitive abilities, as well as family and cultural factors. Where can health be addressed in the IEP?

Where can health be addressed in the IEP?

  • Present Levels of Academic Achievement and Functional Performance is the place where the student’s baseline performance is documented. For the Transition IEP, this reflects the information gathered in the Age Appropriate Transition Assessment.

  • Measurable Post-secondary Goals describe what the student wants to do after high school. A post high school goal in the area of Independent Living may be a health-related outcome such as self-management of diabetes or a seizure disorder. Post-secondary goals in other areas, such as training or employment, may not be health related, but may lead to health-related annual goals in order to accomplish them. For example, a student with diabetes must be able to self-manage their condition if they plan to live independently and attend work or classes after high school.

  • Measurable Annual Goals address not only recommendations for specially designed instruction related to the general education curriculum, but also education needs that result from the student’s disability. There may be annual goals relating to health that are necessary in order to promote the student’s self advocacy and independence.

  • Related Services, Supplementary Aids, Program Accommodations or Modifications related to the student’s health needs may be required in order to help the student progress on the annual goals and be included in school activities.

For more details on the parts of the IEP and how health information can be included:

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This project is housed at the Center on Human Development and Disability (CHDD) at the University of Washington
Box 357920, Seattle, WA 98195-7920 | 206.685.1350 | Fax: 206.598.7815
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