Educators: Teacher/Case Manager

Older students, including disabled people, conversing

The Role of the Teacher/Case Manager in Transition Services

If you are reading this, you must be a teacher who is responsible for transition services for students served by special education, either in your class or on your case load. That makes you a very important person to that child/youth with a disability and to the field of special education. Although each school district has someone who is responsible for the training, implementation, and accountability for transition services in the school district, often it is the classroom special educator who has the primary, "boots on the ground" responsibility. If your school district utilizes the "Teacher/Case Manager" model, then you are in a position where the role includes responsibility for transition services because you are responsible for the Individualized Education Program (IEP) and transition services are in the IEP. The purpose of the teacher/case manager is to ensure the implementation of special education services outlined in the child's IEP.  

This section is designed to assist you with some tools and information to help you in your teacher/case manager role. You may also find information on the Transition Employment Designee page useful. Don't hesitate to check out the student, family and other sections, too. 

In This Section:

You will find tools to teach and collect data, such as the task analysis tool, all the way to information on what to look for when hiring a paraprofessional who will also serve as a job coach in the community for work-based learning instruction.

New- 2018 Transition and Employment Guide

Data Tools

Instructional Tools

Job Coaches

Program Progress

Student-LED IEPs

Transition Assessment Tools

  • Additional Resources

    Legal – If you are looking for more information, links to websites on Transition are provided for state education service centers, national guidance, and Wright’s Law.

    Guidance – General – If you are looking for articles or books with guidance in special education, this link will take you to that part of our site.


    • Cheney, D. (2010). Transition and secondary students with emotional and behavior disorders: Current approaches for positive outcomes (2nd ed). Champaign, IL: Research Press.
    • Clark, H.B. & Unruh, D.K. (2009). Transition of youth and young adults with emotional and behavioral difficulties. Baltimore, MD: Paul Brookes Publishing Co.
    • Kochhar-Bryant, C.A., & Bassett, D. S. (Eds). (2002). Aligning transition and standards-based education: Issues and strategies. Arlington, VA: Council for Exceptional Children.
    • Mazzotti, V.L., & Rowe, D.A. (2015). Building alliances: A how-to-manual to support transitioning youth. Arlington, VA: Council for Exceptional Children.
    • Sitlington, P.L., Neubert, D.A., Begun, W.H., Lombard, R.C., & Leconte, P.J. (2007). Assess for Success: A practitioner’s handbook on transition assessment (2nd ed). Thousand Oaks, CA: Corwin Press.
    • Wandry, D., & Pleet, A.M. (2009). Engaging and empowering families in secondary transition: A practitioner’s guide. Arlington, VA: Council for Exceptional Children.
    • Wandry, D., Wehmeyer, M.L., & Glor-Scheib, S. (2013). Life centered education: The teacher’s guide. Arlington, VA: Council for Exceptional Children.
    • Wehman, P., Datlow-Smith, M., & Schall, C. (2009). Autism & the transition to adulthood: Success beyond the classroom. Baltimore, MD: Paul Brookes Publishing Co.
    • Wehmeyer, M.L. & Field, S.L. (2007). Self-determination: Instructional and assessment strategies. Thousand Oaks, CA: Corwin Press.