The transition from high school to young adulthood is a critical stage for all teenagers. For students with learning disabilities (LD), this stage requires extra planning and goal setting. Factors to consider include post-secondary education, the development of career and vocational skills, as well as the ability to live independently. The first step in planning for a successful transition is developing the student’s transition plan. A transition plan is required for students enrolled in special education who have an Individualized Education Program (IEP). In this article, we will define and describe transition planning and how it can be utilized to maximize your teenager’s future success.

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What is a transition plan?

A transition plan is the section of the Individualized Education Program (IEP) that outlines transition goals and services for the student. The transition plan is based on a high school student’s individual needs, strengths, skills, and interests. Transition planning is used to identify what needs to be accomplished during the current school year to assist the student in meeting their post-high school goals.

When should transition planning begin?

The Individuals with Disabilities Education Act (IDEA 2004) requires transition services to be discussed and a statement of those needs to be included in the first IEP that will be in effect when a student turns 16 years of age. (Some states mandate that this process start earlier.)

Just like annual IEP goals, transition goals must be written with a result in mind. They must also be measurable. In other words, you must be able to know if the goals have been accomplished. Transition goals must focus on what happens after high school.

IDEA 2004 outlines the three minimum areas that transition goals need to address:

  • 1. Education and training (e.g. college or other schooling or vocational training)
  • 2. Employment
  • 3. Independent living, if needed

Factors to be considered and included in creating those goals are:

  • Academic preparation
  • Community experience
  • Development of vocational and independent living objectives
  • A functional vocational evaluation (if applicable)

The agreed upon plans must then be documented in the student’s IEP. The law also requires that a statement of the student’s transition goals and services be included in the transition plan. Schools must report to parents on the student’s progress toward meeting their transition goals.

Keep in mind that transition goals may change several times as a student’s interests develop. It’s not unusual for teens to explore different careers and paths. Transition goals are reviewed and updated every year, along with the rest of the IEP.

The IEP team can begin discussing transition services with the student before they turn 16, if they see fit. If the IEP team hasn’t begun to focus on transition planning by the time your child turns 16, it is important for you, as the parent, to initiate that process.

Why is transition planning important?

It isn’t enough to simply be aware that teenagers need guidance to transition successfully from high school to the next phase of young adulthood. Concrete action steps must be taken to guide and prepare teens for college and/or a career, and for independent living. Without this guidance, students with learning disabilities often fail or founder in high school and beyond. Consider these sobering statistics:

Transition services, provided by knowledgeable educators and community resources, can be tailored to a student’s goals and strengths and provide them with options and plans for their future.

What transition services are available for a high school student with learning disabilities (LD) and an IEP?

At the high school level, transition services for students who have LD and an IEP are available through special education programs and general education programs. Special education staff may provide assistance with counseling, identifying vocational interests, educational and vocational planning, goal setting, pre-vocational skills training, academic support, and linkages to specific programs and services.

Other transition-related services that may be available to all high school students include guidance counseling, career center services, work experience education, academy programs, internships, and career education vocational courses. Check with your child’s special education teacher and/or your school district’s office of student services to see which specific programs are offered.

Activities that support IEP transition planning

Along with goals and services, nearly all IEP transition plans have activities for the student to do. The idea is to prepare teens for adulthood.

Transition goals related to independent living may involve having teens take on more responsibility. For example, teens might:

  • Open a bank account and learn to manage money.
  • Shop for groceries and plan and prepare meals.
  • Be responsible for maintaining a car and buying auto insurance.
  • Use public transportation.
  • Schedule their own appointments with a health care provider and choose health insurance.
  • Set up and use a calendar for school, work, and personal appointment and leisure time.

Similarly, a student may explore college, career, and job options. Here are examples of student activities:

  • Research and visit local colleges and training schools they’re interested in attending.
  • Meet with other students who have gone on to college or career.
  • Tour a workplace or shadow a mentor or role model at work.
  • Network with friends and relatives about their careers.
  • Go on informational interviews.
  • Explore local internships and apprenticeships.

    • Who should participate in IEP meetings where transition planning is discussed?

    All transition planning meetings should include the student, family members, teachers, and other school staff. According to IDEA, anyone else involved in the student’s transition plan must also be invited. This might include representatives from school-to-work transition programs, local social service agencies, counseling programs, medical care providers, and advocates.

    Parents are key players in the transition planning process. You know your child better than anyone else and can share plans and ideas you and your child have discussed about their future. You can help by contributing information about your child’s life and experiences outside of school. It’s important to include your teenager in these discussions and encourage your child to advocate for their own needs, interests, and wishes for the future.

    What is the role of a high school student in IEP transition planning?

    A student should begin thinking about what they want to do as an adult before their first transition planning meeting takes place. This is a chance to take an active role in planning their education and make school relevant to their future. This is the time for the student to share dreams and set goals for reaching them. It is an avenue to show what they can accomplish, to identify things they enjoy and feels confident and competent doing, and to set themself on a path of their choosing. At the same time, it’s important to let your child know that decisions about their future can be revisited as they learn more about themself during and after high school. In general, the transition plan can emphasize a student’s abilities rather than areas of difficulty.

    Some steps a high school student can take to prepare for the transition planning process include:

    • Using the school’s career center to identify interests and find out what education and training are required.
    • Completing interest inventories to identify interests, skills, abilities, and aptitudes as they relate to employment.
    • Doing volunteer work or entry-level jobs in their field(s) of interest.
    • Observing, interviewing, and job-shadowing adults who perform the type of work that interests them.
    • Visiting colleges and training institutes to learn about entrance requirements. Among other things, this will help your teenager choose the necessary classes in high school to meet those requirements. For example, students interested in forestry need to take science; engineers need advanced math courses; actors need drama courses, and graphic artists need art as well as computer design classes.

    Transition planning activities at home and in the community

    Many transition planning activities and objectives are carried out at school. However, unlike traditional IEP objectives, many objectives stated in the transition plan take place outside of school — at home and in the community. These activities may include:

    At-home activities for transition planning:

    Giving your teen chores and responsibilities will encourage independence and responsibility. As you do this, think ahead to the skills they’ll need as an independent adult. For example, consider:

    • Should your child open their own checking or savings account(s) to learn how to manage money?
    • If they’re learning to drive and getting their driver’s license, what do they need to learn about automobile insurance and routine vehicle maintenance?

    It’s never too early to teach your child self-advocacy skills; these skills will continue to help them move toward independent adulthood.

Community activities for IEP transition planning:

Look in your own community for opportunities to expose your teenager to future possibilities. Consider:

  • Taking your teenager to work.
  • Networking with friends and relatives about their jobs. Consider having your child take a workplace tour and conduct informational interviews.
  • Researching and visiting local colleges and training schools your teenager is interested in attending.

What community resources are available to help students in the transition process?

Most communities have a variety of resources to assist students with the transition process. For job listings, youth may contact any local youth employment program, summer jobs for youth program, and WorkAbility and/or Transition Partnership programs (TPP) at their school. Local vocational centers offer training in hundreds of occupations. These centers include Regional Occupational Program (ROP), Job Corps, state Conservation Corps (CCC), adult education programs, and community colleges.

Final documentation: Your child’s Summary of Performance

IDEA 2004 requires schools to provide a “Summary of Performance” to a student who will no longer be eligible for special education services because they are graduating from high school with a regular diploma or because they exceed the age for services in the state.

The Summary of Performance must include information on the student’s academic achievement and functional performance. It must also recommend ways to help the student meet their postsecondary goals. The information provided in the summary should be adequate to satisfy the disability documentation required under federal laws such as the Americans with Disabilities Act (ADA) and Section 504 — which apply to both postsecondary education and adult employment.

Be sure you, as the parent, obtain and keep a copy of your child’s Summary of Performance. This will ensure the document is not lost should your teenager misplace or discard their copy.

Preparing for future success

Noted psychologist and author Bob Brooks points out, “It is not unusual to find that some individuals with learning problems first begin to experience success after they leave school, at which time they engage in activities that are more in keeping with their interest and strengths.” Developing and utilizing a transition plan in high school can help your teenager with LD pave the way to a successful and fulfilling future.

Understood.org is a comprehensive resource for parents of kids with learning and attention issues. Explore their conversation starters to help kids self-advocate.