The three key elements that need to be in place for a disabled student's transition from a small to a larger school include: comprehensive planning, implementation of the plan of action and the four-fold element of coordination, cooperation, communication and collaboration. The first element involves two processes: a collective needs assessment involving the student and his or her supportive network of persons, and individual planning. The first process then involves consultations between school professionals and the student together with his or her parents. Various options for further study are also considered and matched with the needs of the student. For a physically disabled child, his or her physical limitations, as well as specialized sports activities would need to be taken into account. Individual planning matches these needs with the availability of services in the new setting. For a cognitively disabled person, taking learning needs into account is vitally important. Structures would need to be in place to help the student with learning challenges. Learning strengths should also be identified and used to offset weaknesses. It should also be taken into account that a cognitively challenged student would need significant support from teachers and parents in order to construct a realistic and achievable comprehensive plan.

             The latter two key elements are integrated and relies heavily on the first. It is important to carry out all the elements identified for the plan of action. Careful guidance should be given to both physically and cognitively disabled persons. The support of family and school counselors is vitally important, and involves the final element mentioned above.

             In terms of strategies it is important to: be realistic regarding future learning goals; and to use professional help such as transition services when this is available. The help of professionals is important in the transition process, but it is also vital to include the family of disabled students, as well as the students themselves, in planning and implementation processes.