Congress changed the definition of transition services, emphasizing that transition is a"results-oriented" process that is focused on improving the child's academic and functional achievement. It is also an all inclusive process who's end result promises to improve a student's employment outcomes, housing options, and social networks.The transition process should identify what services will be provided, when they will be provided, and the party responsible for providing them,as well as provide the framework for identifying, planning, and carrying out activities that will help a student make a successful in their adult life. Since most protections offered to students with disabilities very often do not continue into the community when they leave the public school system or reach age 22 (which ever comes first), and available supports typically carry more restrictive eligibility criteria, the goal is to facilitate the child's movement into their life and assure a smooth and effective transition. Whether it be post-secondary education, continuing adult education, vocational instruction, integrated and supported employment, adult services, independent living, or community participation, identifying the challenges disabled students will face as adults, preparing and assisting them to meet those demands successfully, requires careful  planning beginning at the earliest age possible. Although school departments are not obligated to think about your child's transition into adulthood until age 15,  you may begin thinking long range years in advance.