Summary
- A transition plan should reflect a young person’s vision for adult life.
- A young person with ID should be involved in all aspects of transition planning
What will I do after high school? Where will I live? How will I get around? How can I make friends? Will I be happy? These are the types of questions that young people with intellectual disability (ID) and their parents must start thinking about long before adult age. The change from school to adult life can be tough for people with ID. But a thoughtful transition plan that is based on the young person’s strengths, preferences, interests, and needs can make the passage less bumpy and lead to a bright future.
What is a transition plan?
A transition plan is part of a student’s Individualized Education Program (IEP). It maps out the instruction, experiences, and supports a young person will need to move from school to adult life. It also gives a timeline for doing so. It is crafted by a team, which is made up of the student, parents, teachers, and others. At its best, the plan is guided by goals that take in the young person’s hopes and dreams for the future.
Transition planning must start by age 14, or earlier. But the plan is not set in stone. Checking the plan yearly, or more often, ensures that it is open to a young person’s goals should they change.
What kinds of things do young people with ID and their families need to think about when planning for life after high school?
The lives of young people with ID can go in many ways. They and their parents need to picture what they want their adult lives to look like. Some things to think about:
- Careers. Working is a goal for many people with ID. Some people with ID have skills and know-how to compete in the job market. Supported work is an option for people with ID who need ongoing help with getting, learning and keeping a job. It gives them the chance to do useful work for pay. Career training that starts at an early age exposes young people with ID to jobs they might like to do. It also shows what skills are needed to do these jobs.
- Postsecondary education. Completing a technical program or earning a two-year or four-year degree gives a young person with ID a better chance at making a good living. Some programs give support and shelter. But students must tell about their disability to be eligible. Some school districts allow students who need special education beyond age 18 to go to a two-year college or technical school. This way, they can continue their schooling with same-age peers. Visiting programs and learning about the demands of college courses can help make clear whether this path might be a good fit.
- Living arrangements. Many young people with ID want to live on their own one day. Group homes, apartments, and other helpful living arrangements can make this happen. Where a person lives affects other aspects of life. This includes working, getting around, making friends, and using resources.
- Life in the community. Being active in one’s community is a vital but often overlooked aspect of independent living. People with ID need outlets that they enjoy and can join with other people. This could be hobbies, sports or volunteer work. Social inclusion gives a sense of belonging, which is linked to joy and quality of life.
How involved should a young person with ID be in transition planning?
As much as possible. The Individuals with Disabilities Education Act (IDEA), which is the nation’s special education law, requires that students be involved with transition planning. It also wants the plan to reflect the student’s interests and preferences.
Parents should prepare their child to take an active role in transition planning. This starts at a young age with practice at making decisions, solving problems and speaking up for oneself. It also means helping children with ID learn to talk about their disability with others. Older children should be given more freedom to make choices that affect their own lives.
What else can parents do to make sure transition planning goes smoothly?
Having adult service providers in transition planning can prevent gaps in support once a student leaves high school. Parents can also develop an informal group of people who know a young person with ID well and want to be involved in their life. This could be past teachers, neighbors or family. The network can be a bridge to the larger community. It can open doors in the community in ways that professionals often cannot. This could lead to a place to live, a meaningful job and a group of friends.
Summary
- A transition plan should reflect a young person’s vision for adult life.
- A young person with ID should be involved in all aspects of transition planning
What will I do after high school? Where will I live? How will I get around? How can I make friends? Will I be happy? These are the types of questions that young people with intellectual disability (ID) and their parents must start thinking about long before adult age. The change from school to adult life can be tough for people with ID. But a thoughtful transition plan that is based on the young person’s strengths, preferences, interests, and needs can make the passage less bumpy and lead to a bright future.
What is a transition plan?
A transition plan is part of a student’s Individualized Education Program (IEP). It maps out the instruction, experiences, and supports a young person will need to move from school to adult life. It also gives a timeline for doing so. It is crafted by a team, which is made up of the student, parents, teachers, and others. At its best, the plan is guided by goals that take in the young person’s hopes and dreams for the future.
Transition planning must start by age 14, or earlier. But the plan is not set in stone. Checking the plan yearly, or more often, ensures that it is open to a young person’s goals should they change.
What kinds of things do young people with ID and their families need to think about when planning for life after high school?
The lives of young people with ID can go in many ways. They and their parents need to picture what they want their adult lives to look like. Some things to think about:
- Careers. Working is a goal for many people with ID. Some people with ID have skills and know-how to compete in the job market. Supported work is an option for people with ID who need ongoing help with getting, learning and keeping a job. It gives them the chance to do useful work for pay. Career training that starts at an early age exposes young people with ID to jobs they might like to do. It also shows what skills are needed to do these jobs.
- Postsecondary education. Completing a technical program or earning a two-year or four-year degree gives a young person with ID a better chance at making a good living. Some programs give support and shelter. But students must tell about their disability to be eligible. Some school districts allow students who need special education beyond age 18 to go to a two-year college or technical school. This way, they can continue their schooling with same-age peers. Visiting programs and learning about the demands of college courses can help make clear whether this path might be a good fit.
- Living arrangements. Many young people with ID want to live on their own one day. Group homes, apartments, and other helpful living arrangements can make this happen. Where a person lives affects other aspects of life. This includes working, getting around, making friends, and using resources.
- Life in the community. Being active in one’s community is a vital but often overlooked aspect of independent living. People with ID need outlets that they enjoy and can join with other people. This could be hobbies, sports or volunteer work. Social inclusion gives a sense of belonging, which is linked to joy and quality of life.
How involved should a young person with ID be in transition planning?
As much as possible. The Individuals with Disabilities Education Act (IDEA), which is the nation’s special education law, requires that students be involved with transition planning. It also wants the plan to reflect the student’s interests and preferences.
Parents should prepare their child to take an active role in transition planning. This starts at a young age with practice at making decisions, solving problems and speaking up for oneself. It also means helping children with ID learn to talk about their disability with others. Older children should be given more freedom to make choices that affect their own lives.
What else can parents do to make sure transition planning goes smoothly?
Having adult service providers in transition planning can prevent gaps in support once a student leaves high school. Parents can also develop an informal group of people who know a young person with ID well and want to be involved in their life. This could be past teachers, neighbors or family. The network can be a bridge to the larger community. It can open doors in the community in ways that professionals often cannot. This could lead to a place to live, a meaningful job and a group of friends.
Summary
- A transition plan should reflect a young person’s vision for adult life.
- A young person with ID should be involved in all aspects of transition planning
What will I do after high school? Where will I live? How will I get around? How can I make friends? Will I be happy? These are the types of questions that young people with intellectual disability (ID) and their parents must start thinking about long before adult age. The change from school to adult life can be tough for people with ID. But a thoughtful transition plan that is based on the young person’s strengths, preferences, interests, and needs can make the passage less bumpy and lead to a bright future.
What is a transition plan?
A transition plan is part of a student’s Individualized Education Program (IEP). It maps out the instruction, experiences, and supports a young person will need to move from school to adult life. It also gives a timeline for doing so. It is crafted by a team, which is made up of the student, parents, teachers, and others. At its best, the plan is guided by goals that take in the young person’s hopes and dreams for the future.
Transition planning must start by age 14, or earlier. But the plan is not set in stone. Checking the plan yearly, or more often, ensures that it is open to a young person’s goals should they change.
What kinds of things do young people with ID and their families need to think about when planning for life after high school?
The lives of young people with ID can go in many ways. They and their parents need to picture what they want their adult lives to look like. Some things to think about:
- Careers. Working is a goal for many people with ID. Some people with ID have skills and know-how to compete in the job market. Supported work is an option for people with ID who need ongoing help with getting, learning and keeping a job. It gives them the chance to do useful work for pay. Career training that starts at an early age exposes young people with ID to jobs they might like to do. It also shows what skills are needed to do these jobs.
- Postsecondary education. Completing a technical program or earning a two-year or four-year degree gives a young person with ID a better chance at making a good living. Some programs give support and shelter. But students must tell about their disability to be eligible. Some school districts allow students who need special education beyond age 18 to go to a two-year college or technical school. This way, they can continue their schooling with same-age peers. Visiting programs and learning about the demands of college courses can help make clear whether this path might be a good fit.
- Living arrangements. Many young people with ID want to live on their own one day. Group homes, apartments, and other helpful living arrangements can make this happen. Where a person lives affects other aspects of life. This includes working, getting around, making friends, and using resources.
- Life in the community. Being active in one’s community is a vital but often overlooked aspect of independent living. People with ID need outlets that they enjoy and can join with other people. This could be hobbies, sports or volunteer work. Social inclusion gives a sense of belonging, which is linked to joy and quality of life.
How involved should a young person with ID be in transition planning?
As much as possible. The Individuals with Disabilities Education Act (IDEA), which is the nation’s special education law, requires that students be involved with transition planning. It also wants the plan to reflect the student’s interests and preferences.
Parents should prepare their child to take an active role in transition planning. This starts at a young age with practice at making decisions, solving problems and speaking up for oneself. It also means helping children with ID learn to talk about their disability with others. Older children should be given more freedom to make choices that affect their own lives.
What else can parents do to make sure transition planning goes smoothly?
Having adult service providers in transition planning can prevent gaps in support once a student leaves high school. Parents can also develop an informal group of people who know a young person with ID well and want to be involved in their life. This could be past teachers, neighbors or family. The network can be a bridge to the larger community. It can open doors in the community in ways that professionals often cannot. This could lead to a place to live, a meaningful job and a group of friends.