Transition Services are designed to be within a results-oriented process, that is 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 (including supported employment), continuing and adult education, adult services, independent living, or community participation. It is based on the individual child's needs, taking into account the child's strengths, preferences, and interests. The law is very clear in stating that every attempt must be made to ensure that students participate meaningfully in their own transition planning. IDEA regulations require schools to involve the student in the planning process to the maximum extent possible, as well as to ensure that the student's preferences and interests are considered in writing the goals and objectives.The transition from school to adult life is a complex and dynamic process. Transition planning should end with the transfer of support from the school to an adult service agency, access to postsecondary education, or life as an independent adult. (Hardman, Drew, & Egan, 2008) Planning for student's future requires the perspective of multiple people who are vested in the student's life. IDEA 2004 requires that the planning team include the parents; at least one general education teacher; the special educator who works with the student; a representative of the school district; the school must also invite the student to attend the IEP/transition team meeting and assist the students in reaching his or her goals.