Conclusion

Conclusion

Youth transitioning to adulthood, their families, and their IEP teams have the opportunity to engage in meaningful planning for the high school years and beyond. Transition planning should be a multi-step and multi-faceted process, involving multiple agencies, partners, family members, and educators, with the student’s strengths and interests directing the determination of post-school goals. Comprehensive student-directed transition planning should occur well before the youth reaches transition age, and evolve as the student ages to provide the best opportunity for young adults with disabilities to transition into happy, healthy, and productive adult lives. Identifying options that address the student’s strengths and interests can ensure that the transition plan considers the whole individual and improves chances of success.