Planning for Adulthood
Life as an adult is much different than in the school years. A students IEP should start to reflect planning for this time as it gets closer to graduation or exit from services. A students preferences, interest, and goals should be a part of this process. Transition services, assessments, and supports will be a larger part of a students education. Some of these activities may include instruction, community experiences, employment, daily living skills, and functional vocational evaluation. Things to think about when planning for transition include:
- What instruction is needed for the student to have the life they want after high school?
- Is community based instruction needed to help me make a successful transition?
- What vocational skills are required to have successful employment after high school? Does that include community based job training?
- What goals/objectives might be needed to prepare the student for the living arrangements they desire or require after leaving school?
- What daily living skills are needed and how can they be best learned?
- What assessments and evaluations may help determine what skills are needed?
The Individuals with Disabilities Act describes the transition plan. During the high school years these criteria will be followed.