The Illinois Autism Task Force (IATF) Transition sub-committee is seeking parents/guardians feedback on their understanding of the high school (Secondary) transition process. The survey is designed for parents/guardians of children with autism (all ages-young adults) who have an IEP.
The Autism Transition Subcommittee is conducting this survey to assess parent/family knowledge when it comes to understanding services available for the autism population leading up to and during their high school transition years. By gaining understanding of this, the IATF as well as autism-based service entities and schools can target their messaging and parent education to better guide parents, students, and families with the goal of improving student success after high school.
This Survey makes no distinction between educational classification of autism or medical diagnosis, all are encouraged to complete the survey.
The Illinois Autism Task Force:
Public Act 93-773 (2004) established the Illinois Autism Task Force (IATF) under the Illinois Department of Human Services (IDHS) as a means of addressing issues presented by the growing number of children and adults diagnosed with autism spectrum disorders (ASD). The task force provides information and recommendations to the Secretary of the Department of Human Services to best serve individuals with autism in Illinois.
Transition or Transition Process or Planning refers to the process a student with a disability goes through as they move from high school to their next phase in life, including postsecondary education, employment, and independent living.
Transition years in Illinois begin at age 14 1/2 and continues to age 22.
"Transition services" or "Transition planning" IDEA 2004 defines the term as a coordinated set of activities for a child with a disability that:
- Is a results -oriented process, focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including postsecondary education, vocational education, integrated employment, supported employment, continuing and adult education, adult services, independent living, or community participation.
- Is based on the individual child's needs and includes the child's strengths.
- Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.
IATF Transition Sub-Committee Survey 2023, If you have more than one child with an IEP you may either fill out survey for one child in mind or fill out separate survey for each child.
Thank you for taking the time to complete this survey. This information is very helpful for our Autism Transition Sub-committee to continue to provide the necessary information and resources to our families.
The following information is Optional
Your personal information will not be shared with anyone.