on teams selected through tryouts, and they are not required to change any essential rules of the sports. There are schools that have partnerships with The Special Olympics, a sports organization specifically for students the Special Needs; and sometimes, schools will send their athletes to help out with Special Olympics sports events. Transition services The Individuals with Disabilities Education Act of 2004 addresses regulations regarding transition services for children with disabilities. Transition services are designed to focus on improving academic and functional achievement of the child, is based on the individual's needs, and provides instruction and experiences vital for employment and independent living. The goal of transitional services is to prepare students with disabilities for adult living and may provide instruction in functional living skills, social and community skills, work skills and self-advocacy skills. In most states, these services can be provided up to the age of 21 (age 26 in Michigan) or when the student meets his/her goals and objectives, which should be detailed in the student's IEP (Individualized Education Program). Future Many schools struggle to appropriately serve students with disabilities due to a lack of resources. One issue is a lack of post high school education programs that help individuals with severe disabilities. Universities across the country have been providing non-academic credit camps at colleges and universitas for intellectual disabilities. Such programs attempt to teach individuals who cannot obtain a higher education degree how to successfully live and take care of themselves, while also giving them the education required to apply for careers that interest them. The most difficult aspect of these programs is the grading criteria, as traditional college grading is too demanding for people unable to meet the academic standards of higher education. Under the Americans with Disabilities Act and 504, higher education facilities can only offer 'reasonable accommodation' to the college students with disabilities admitted for a credit degree program. They cannot offer a separate curriculum. These programs are working toward having classes with a fixed grading criteria specifically for the students with intellectual disabilities. All of these programs require up to date evaluations on students planning on applying to attend the universities. See also American Association on Intellectual and Developmental Disabilities Early childhood intervention Learning theory (education) Instructional theory National Dissemination Center for Children with Disabilities (NICHCY) Special Education Resource room Special school Royal Institute for Deaf and Blind Children Education in the United