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 moderate/severe disabilities. Transition services for our students with moderate to severe disabilities should be individualized, highly supportive, and focused on helping them move into adulthood with dignity, purpose, and as much independence as possible. These services are guided by IDEA (Individuals with Disabilities Education Act), but in practice, they should be functional, person-centered, and family-involved. 

Think about your student’s strengths, interests, preferences, and needs—not just their limitations, and build a plan around them. Work on setting lofty, but realistic, and meaningful goals. Consider long-term quality of life.

Emphasize skills that increase independence. Daily living (dressing, hygiene, cooking, laundry) and money handling at a basic level (using a debit card, making small purchases) Using technology for communication or navigation and safety skills (recognizing danger, calling for help).

Where are they going to live? Now is the time to explore housing possibilities. Will it be living at home with supports, group homes or shared living arrangements, supported living with in-home aides, other family members, etc. If it is outside of the home, now is the time to teach skills for home management (meal prep, cleaning, shopping).

Community is so important! Community provides opportunities for recreation, social groups, and community inclusion. Community fosters relationships outside of family (friends, coworkers, neighbors). Teach how to use public transportation (with support if needed).

The focus here is on customized employment and supported work experiences, such as: job carving (designing a role that matches the student’s abilities), internships or volunteer opportunities with staff support, or supported employment programs with job coaches. For some, consider sheltered work or day habilitation programs, depending on needs and preferences.

Ensure connections to adult healthcare providers. Teach self-advocacy in medical settings (communicating needs, making choices). Build awareness of personal safety (stranger danger, online safety).

Provide opportunities for making choices (big and small). Teach communication strategies, including use of AAC (Augmentative and Alternative Communication) devices. Encourage self-expression in planning meetings.

Do you need training and support on conservatorship/guardianship, supported decision-making, and benefits (SSI, Medicaid waivers, vocational rehabilitation). Schools should link families with adult service agencies before graduation.

THE ULTIMATE GOAL: A seamless shift from school-based services to adult life where the young adult feels included, valued, and supported in living as independently as possible.