Any student eligible for special education and related services that has become 18 years of age and has not had a guardian appointed under IC 29-3 may have an Educational Representative appointed to make educational decisions on the student's behalf. There must be a written request for appointment of an Educational Representative or a determination by certain school personnel that one is needed. The student must be certified as unable to provide informed consent.

The teacher to whom the student with a disability is assigned, responsible for completing the student's IEP/Transition IEP document and monitoring its implementation.

The group of persons, including the student, parents and school personnel, who determine student's eligibility for special education services. the CCC develops and reviews the IEP/Transition IEP goals, objectives and the special education services needed by the student. The CCC determines in accordance to the IEP as well as State and Federal laws. The Committee works together with the student and parents to determine whether the student should pursue a high school diploma or certificate of completion.

At the age of 18, a student becomes his/her own legal guardian as an Emancipated Adult, unless the parent makes a legal petition through a court of law. There are different levels of guardianship, depending on the student's needs. Please seek legal advice about guardianships; when to pursue them; and what the effects of guardianship are on those involved.

Developed each year in a Case Conference Committee (CCC) meeting with the student, parents, and teachers, this plan outlines your student's goals and objectives, related services, and special education services. The IEP can be amended during the school year as needed.

The design and pursuit of desired adult lifestyles for youth with disabilities. The goal of transition planning is the uninterrupted movement of students with disabilities from public school to post-secondary education, employment, community living and integrated adult life.

The IEP that is developed annually beginning when the student turns age 14 or enters the 9th grade, whichever comes first. It defines the student's post-secondary goals in the areas of employment, training, and independent living skills, which ten guides the development of the annual educational goals and objectives, transition services/activities, special education and related services, and states whether the student will pursue a high school diploma or certificate of completion.