The primary goal of transition planning for students with emotional disturbance is to help them develop the skills and knowledge necessary to live independently. This includes skills such as self-care, money management, and job skills.

The key components of transition planning for students with emotional disturbance include assessment of the student's needs, development of a transition plan, implementation of the transition plan, and evaluation of the transition plan.

All of the above individuals should be involved in the transition planning process for students with emotional disturbance.

Students with emotional disturbance may face a variety of challenges during the transition process, including difficulty adjusting to new environments, difficulty making friends, difficulty finding a job, and difficulty managing their emotions.

All of the above strategies can be used to help students with emotional disturbance successfully transition to adulthood.

The IEP team plays a vital role in transition planning for students with emotional disturbance. The team is responsible for assessing the student's needs, developing a transition plan, implementing the transition plan, and evaluating the transition plan.

A variety of resources are available to help students with emotional disturbance during the transition process, including special education services, vocational rehabilitation services, mental health services, and supported employment services.

Family involvement is essential in transition planning for students with emotional disturbance. Families can provide support and encouragement to the student, help the student to develop social skills, help the student to find a job, and help the student to manage their emotions.

Families may face a variety of challenges during the transition process for students with emotional disturbance, including difficulty understanding the transition process, difficulty communicating with the school, difficulty finding resources to support the student, and difficulty coping with the student's emotional outbursts.

All of the above strategies can be used to help families successfully support their child with emotional disturbance during the transition process.

The school plays a vital role in supporting students with emotional disturbance during the transition process. The school is responsible for providing students with academic support, social and emotional support, vocational training, and access to mental health services.

Schools may face a variety of challenges in supporting students with emotional disturbance during the transition process, including lack of resources, lack of staff training, lack of communication between the school and the student's family, and lack of understanding of the student's needs.

All of the above strategies can be used by schools to successfully support students with emotional disturbance during the transition process.

The community plays a vital role in supporting students with emotional disturbance during the transition process. The community can provide students with opportunities to participate in community activities, access to mental health services, job training and placement, housing and other support services.

Communities may face a variety of challenges in supporting students with emotional disturbance during the transition process, including lack of resources, lack of awareness of the needs of students with emotional disturbance, lack of collaboration between community agencies, and lack of understanding of the transition process.