Helping youth with disabilities and their families plan for life after high school involves looking at the big picture. Quality transition planning focuses on four key areas to help young adults with disabilities step into a meaningful and productive adult life. Families and schools are intended to navigate this transition together. Working together across these four areas gives a youth with disabilities the “support squad” they need to step confidently into a fulfilling, independent adult life.
Education & Training: Everyone can learn. Planning for continued learning continues well beyond high school graduation. Whether a young adult is interested in a four-year university, community college or trade programs, learning on the job or at home or in specialized skill-building classes, early planning ensures they get the accommodations, tools, and learning strategies they need to succeed.
Employment: Everyone can work. Work provides independence, financial growth, and a sense of purpose. Preparing for the workplace, whether in the traditional workplace or in and around the home, can start early through career exploration, resume building, volunteer opportunities, internships, or hands-on job coaching to help your child discover a work they genuinely enjoy.
Independent Living: Everyone can thrive. Preparing for daily adult life focuses on practical skills that foster self-reliance. This includes learning how to manage personal finances, cook simple meals, request accommodations and support, track medical needs, navigate public transportation, and explore housing options tailored to their comfort level.
Community Involvement: Everyone can belong. A rich life involves strong social connections and active participation. Helping a student engage with local recreational programs, volunteer networks, clubs, or community groups ensures they build a supportive social circle and feel belonging where they live.
Ready to learn more? Explore the videos and resources found here to develop and refine your skills in supporting youth with disabilities as they navigate transition into adult life.
Did you know?
A child’s IEP does not follow them to college or other post-secondary educational institutions. As soon as a child a) graduates high school or b) completes a transition-based program after the age of 21, their IEP is now null and void. Creating an individualized transition plan ensures that each student is preparing for life after high school and has the necessary skills to succeed in their postsecondary goals.
Students with disabilities experience higher unemployment rates and attend college or other postsecondary institutions less frequently than students without disabilities (Newman, Wagner, Knokey, Marder, Nagle, Shaver, & Schwarting, 2011). Students in middle school who have a disability are 50% more likely to drop out of school. Research has identified 20 evidence-based in-school predictors of post-school success for students with disabilities. View information on each predictor.
Census Bureau records indicate individuals with disabilities experience the highest rate of poverty of any subcategory of Americans. There are 34 million people with disabilities in the United States, 18-64 years old. Twenty-seven percent or 4 million, of these individuals live in poverty. This is more than double the 12.5% poverty rate for the entire population. Source: https://transitionta.org/wp-content/uploads/docs/toolkit_CIE.pdf
