At the age of 15 the IEP format expands to include necessary services and connections related to the transition process.
Think of the transition portion of a student’s IEP as a “creative writing assignment.” There are really no limits to what a student’s transition plan should contain, but should always be grounded in the student’s abilities, goals and future needs.
Build into the transition plan multiple opportunities for community experiences and pre-vocational exposure through volunteering and mentoring, beginning as early as ninth grade and increasing as the student moves through high school.
Don’t underestimate the importance of continued connections and opportunities for participation with non-disabled peers. Studies suggest that this, along with opportunities for community work experience, have lasting implications for success in adult life.
Maintaining a portfolio of diverse community experiences can be an excellent way of tracking the “soft skills” that are key to employment.
Work to layer in natural supports for the student in both school and community based experiences: using peer mentors and local merchants can provide a more natural transition experience than traditional 1 to 1 aides and job coaches.
Engaging in positive relationships, travel training and many other transition supports are defined as “Related Service” for students of transition age. Layer them into the student’s IEP.
Think big! Don’t direct your child’s hopes and dreams. Disabled students are entitled to the same possibilities as their peers. Our challenge is to help them find their way.
Helping our students achieve a rich and satisfying life after high school is a shared responsibility, so be ready to jump in with ideas and suggestions.
