Supporting the Transition to Adulthood

In order for students with autism and other disabilities to be as self-sufficient as possible, to experience engaging relationships, and to have productive lives as adults, it is critical for them to engage in meaningful transition planning and activities while they are receiving school-based specialized services.

What Is Transition Planning?

Transition planning is a process to assist students with Individualized Education Plans (IEPs) in deciding what they want to do when they exit school-based services. It helps students figure out what needs to happen to reach their goals. It also helps parents/guardians, educators, and other adults in the student’s life to determine what services and instruction are needed to assist the student in achieving their goals. The purpose of transition planning is to help teens gain the skills necessary to be successful young adults.

When Are Transition Plans Developed?

According to the Individuals with Disabilities Education Act (IDEA 2004), all states are mandated to begin transition planning for students with disabilities by the age of 16.

Transition Assessments

The first step in transition planning is to complete a transition assessment. Transition assessments are the foundation of transition planning and must occur in order to determine the student’s strengths, interests, and preferences relative to:

Transition assessments can be formal or informal but must be age appropriate and designed to obtain the student’s authentic input about their desires for the future. According to federal law, transition assessment must begin by the time the student is 16 years old. New Hampshire law requires students with IEPs to have a transition plan in place during the school year in which they turn 14. Each student’s transition plan is required to be updated annually until the student is no longer eligible for special education services.

Transition Planning Process

The results of transition assessments are used to determine:

The plan must always include direct input from the student. Additional information may be obtained from parents, caregivers, teachers, related service providers, or community or state agencies supporting the student.

The transition assessment results are used to develop a formal transition plan, which serves as a roadmap to help the student gain the necessary skills to have an independent and successful future.

Meaningful Transition Activities

Activities that provide students with meaningful opportunities to gain life skills may include:

Exploring career opportunities aligned with their personal strengths, interests, and preferences
Learning specific job skills in a systematic way in the school setting and then practicing those skills in local community settings with adult support
Having adult-supported opportunities to increase independence with hygiene and self-care skills
Developing domestic chore routines to be able to maintain a healthy living environment
Learning budgeting skills and how to use various forms of payment

Building Full & Productive Lives

We can maximize the potential success of our students in living meaningful, engaged lives in their local communities by having them participate in purposeful transition assessment, developing thorough transition plans aligned with their unique skills and interests, and providing appropriate services for them to gain independence and develop needed skills.

How Birchtree Can Help

Information about transition services for students attending Birchtree’s day school is here. Information about consultation for families – including consultation to support the transition to adulthood is here. Birchtree’s staff also conducts transition consultation as part of Outreach consultation provided to schools and agencies.