SPECIAL ED SPEAKS

The core goals of transition services are the same for all students with disabilities (helping them prepare for life after high school), but the approach and emphasis look very different for students who have mild/moderate disabilities. Transition services for students with mild to moderate disabilities should be designed to help them succeed in postsecondary education, employment, and independent living, while also building strong self-advocacy and problem-solving skills. Compared to students with severe disabilities, the emphasis here is less on lifelong care and more on support toward independence and adult responsibilities.

As parents, you want to involve the student directly in setting goals for college, career, and life after high school. Encourage the student to lead parts of their IEP/transition meetings. Identify their strengths, interests, and accommodations that work best.

Managing money (banking, budgeting, paying bills). Daily living: cooking, cleaning, transportation, personal health management. Time management and planning skills (using calendars, reminders).

Where are they going to live? Now is the time to explore housing possibilities. Will it be living at home, independent apartments, dorms, or supported living if needed.

Building healthy friendships and relationships. Navigating community resources (public transit, libraries, gyms, stores). Participation in clubs, sports, or recreation for social growth. Learning appropriate use of technology and online safety.

Career exploration (job shadowing, career assessments, interest inventories). Work-based learning (internships, part-time jobs, volunteer experiences). Teach workplace skills: punctuality, communication, problem-solving, teamwork. Connect to Vocational Rehabilitation Services for training and job placement.

Support for college or vocational training, including study skills, time management, and organization. Self-advocacy in accessing accommodations (Disability Services in college). Help students understand the difference between IDEA in high school vs. ADA/Section 504 in college (supports don’t automatically transfer).

Knowing their rights under ADA/504. Practicing disclosure of disability and requesting accommodations. Goal-setting and decision-making. Problem-solving when faced with challenges.

Families should learn how to step back while still supporting independence. Schools should connect students to community colleges, workforce centers, and disability services agencies before graduation. Planning for financial supports if needed (SSI, ABLE accounts, health insurance).

THE ULTIMATE GOAL: To help the young adult build the skills, confidence, and supports needed to thrive in college, work, and adult life with as much independence as possible.