The Transition Plan should address the following questions:

The School

? What are the young person's curriculum needs during transition? How can the curriculum help the young person to play his or her role in the community; make use of leisure and recreational facilities; assume new roles in the family; develop new educational and vocational skills?

The Professionals

? How can they develop close working relationships with colleagues in other agencies to ensure effective and coherent plans for the young person in transition?

? Which new professionals need to be involved in planning for transition, for example occupational psychologists; a rehabilitation medicine specialist, occupational and other therapists?

? Does the young person have any special health or welfare needs which will require planning and support from health and social services now or in the future?

? Are assessment arrangements for transition clear, relevant and shared between all agencies concerned?

? How can information best be transferred from children's to adult services to ensure a smooth transitional arrangement?

? Where a young person requires a particular technological aid, do the arrangements for transition include appropriate training and arrangements for securing technological support?

? Is education after the age of 16 appropriate, and if so, at school or at a college of further education?

The Family

? What do parents expect of their son's or daughter's adult life?

? What can they contribute in terms of helping their child develop personal and social skills, an adult life-style and acquire new skills?

? Will parents experience new care needs and require practical help in terms of aids, adaptations or general support during these years?

The Young Person

? What information do young people need in order to make informed choices?

? What local arrangements exist to provide advocacy and advice if required?

? How can young people be encouraged to contribute to their own Transition Plan and take positive decisions about the future?

? If young people are living away from home or attending a residential school outside their own LEA, are there special issues relating to the location of services when they leave school which should be discussed in planning?

? What are the young person's hopes and aspirations for the future, and how can these be met?