The primary goal of transition planning is to prepare students with special needs for independent living and employment after they graduate from high school.

The Individuals with Disabilities Education Act (IDEA) mandates the development of transition plans for students with disabilities beginning at age 14 or younger, and updated annually thereafter.

A comprehensive transition plan should include an assessment of the student's strengths, needs, and preferences; identification of post-secondary goals and objectives; development of a plan for achieving those goals and objectives; and provision of ongoing support and services.

While employment, higher education, and independent living are common post-secondary goals for students with special needs, military service is generally not an option due to physical and cognitive requirements.

The IEP team is responsible for developing and implementing the transition plan, providing support and guidance to the student and family, and monitoring the student's progress and making adjustments as needed.

Focusing on academic skills only is not a recommended strategy for promoting successful transition outcomes for students with special needs. Transition planning should focus on developing functional skills and preparing students for life after high school.

Self-advocacy skills are essential for students with special needs as they transition to adulthood. These skills empower them to communicate their needs and preferences, navigate systems and services, and promote their independence and self-determination.

High rates of graduation is not a common challenge faced by students with special needs as they transition to adulthood. In fact, students with special needs are more likely to drop out of high school than their peers without disabilities.

Vocational rehabilitation services provide a range of supports to help students with special needs transition to adulthood, including job training and placement assistance, counseling and support services, and help with developing independent living skills.

Focusing on competitive employment only is not a recommended strategy for promoting successful employment outcomes for students with special needs. Some students may benefit from supported employment or other alternative employment options.

Family involvement is essential in the transition planning process for students with special needs. Families provide valuable insights into the student's strengths, needs, and preferences, can help to identify and access community resources, and can provide ongoing support and encouragement to the student.

Focusing on developing academic skills only is not a recommended strategy for promoting successful transition outcomes for students with special needs who are deaf or hard of hearing. Transition planning should focus on developing functional skills and preparing students for life after high school.

Participating in extracurricular activities provides students with special needs with opportunities to develop social and communication skills, promote their physical and mental health, and develop leadership and teamwork skills.

Focusing on developing academic skills only is not a recommended strategy for promoting successful transition outcomes for students with special needs who are blind or visually impaired. Transition planning should focus on developing functional skills and preparing students for life after high school.

Participating in work-based learning experiences provides students with special needs with opportunities to develop job skills and experience, explore different career options, and build relationships with potential employers.