The development of transition plans for students with special education needs often involves collaboration with community partners. In recognition of this need for collaboration, the Ministry of Education has committed to working with two other ministries – Children and Youth Services, and Community and Social Services – to build on and improve the existing continuum of supports for young people with developmental disabilities. As of 2014, integrated transition planning is available to all young people (14 years of age and older) who meet the definition of having a developmental disability under any of the three ministry legislation frameworks. The intent of integrated transition planning is for all who support the young person with a developmental disability to work collaboratively in order to facilitate a smooth transition to post-secondary pathways. Integrated transition planning involves principals, educators, students and their families, and others who support the young person such as community service and health care providers.

Across the province, regional protocols have been developed to ensure that this transition-planning process is coordinated with the transition–planning process that is part of the IEP and leads to a single integrated transition plan for the student. The single integrated transition plan is expected to be a long–range, evolving plan that is developed when the student is age 14 and reviewed and updated regularly as part of the IEP process. It should identify the steps needed – from the time the plan is implemented to the time the student is expected to leave school – for the student to attain his or her goals. The integrated transition plan has the same components as the transition plan that is developed as part of the IEP process. These components are described above, in the Introduction of the Transition Planning section, and in greater detail in section 8 in Part E of this guide.