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As your child progresses through high school, the IEP team must begin to discuss preparation for post-graduation endeavors.
I have previously discussed the importance of transition plans when your child changes grades/schools. It is just as important that their IEP include goals and plans for the student’s transition out of school.
As your child progresses through high school, the IEP team must begin to discuss preparation for post-graduation endeavors. For many students this means transition into college, trade programs, the workforce, or assisted/independent living.
What you should be aware of, is that The Individuals with Disabilities Education Act (IDEA) requires the IEP team to help your student prepare for this. You can have a look at IDEA by clicking this link, but the key to the requirement is as follows:
“Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually thereafter, the IEP must include:
Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment and, where appropriate, independent living skills;
The transition services (including courses of study) needed to assist the child in reaching those goals; and
Beginning not later than one year before the child reaches the age of majority under State law, a statement that the child has been informed of the child’s rights under Part B, if any, that will transfer to the child on reaching the age of majority under §300.520 [see 20 U.S.C. 1415(m)].”
What is your role in helping your child with their transition into the workforce?
You are a key part of the IEP team. You should share your knowledge about your child’s strengths, likes, dislikes, and interests. You observe your child on a daily basis in different situations and environments, not just in school. You understand their challenges, and personality style. Are they realistic, creative, investigative, social, hard-working, conventional?
All of your input will help the team execute a meaningful transition assessment. The team should identify transition needs and provide transition services and goals that are based on “the child’s unique needs, taking into account the child’s strengths, preferences, and interests.”
Most importantly, your child should become a member of the IEP team as they reach an age and ability to actively contribute. The student’s input is key for a successful plan after high school. No matter how grand or modest their dreams, the team should validate and take steps to putting them on the path to success.
What should you and the team, including your child, be discussing?
As you and your student look at options for postsecondary activity, and potential transition into school, training, or the workforce, you should consider things like:
The IEP team might assess your child’s adaptive behavior and self-determination skills, including skills in:
Postsecondary transition goals, like any other IEP goal, should be specific, measurable, achievable, relevant, and time-bound (SMART).
As the IEP team creates goals that will support your student’s postsecondary transition, consider:
Transition planning is complicated. There are many moving parts and dimensions to consider. This is not surprising when we think about how complicated adulthood is in general! For any student, planning ahead is critical. But for a student with special needs it is paramount.
If you want support with your IEP team in planning for your child’s postsecondary activity, I am here to help, and I offer a free initial consultation.
Leah Sansone, M.Ed. | 919-510-3180
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