SPECIAL ED SPEAKS

Here’s a general breakdown (it can vary by state and individual needs):

⇒ Foster self-advocacy (learning to ask for help, talking about needs).

⇒ Strengthen daily living skills (managing money, telling time, cooking basics).

⇒ Teach responsibility (keeping track of homework, simple schedules).

⇒ Increase community participation (library visits, using public spaces).

⇒ Introduce early career awareness through interest inventories and role models.

⇒ Begin formal transition planning in the IEP (required by age 16 under IDEA, but best to start earlier).

⇒ Practice self-determination skills (goal setting, decision-making).

⇒ Provide exposure to careers through job shadowing, speakers, and projects.

⇒ Expand independent living practice (cooking, budgeting, transportation safety).

⇒ Encourage participation in extracurriculars, clubs, or community programs.

⇒ Set postsecondary goals (college, vocational training, employment, independent living).

⇒ Provide work-based learning (internships, volunteer work, part-time jobs).

⇒ Teach practical life skills (banking, using public transit, time management).

⇒ Involve adult agencies (vocational rehabilitation, community services).

⇒ Practice self-advocacy for IEP meetings and accommodations.

⇒ Support career readiness (resume writing, job interviews, workplace etiquette).

⇒ Implement real-life transition experiences (community college, job training, supported employment).

⇒ Focus on independent or semi-independent living (apartment skills, self-care, transportation).

⇒ Connect students directly to adult agencies and services.

⇒ Strengthen self-advocacy in adult environments (workplace, healthcare, community).

⇒ Encourage lifelong learning, recreation, and community participation.

This timeline is flexible—students with mild/moderate disabilities may focus more on career and academic skills, while those with moderate/severe disabilities may need more emphasis on daily living, community safety, and supported work opportunities.