The transition from being a student in high school to becoming an adult in the community must be made for each person to meet their personal goals. Common goals include pursuing vocational training or further academic education, getting a job, and living independently. For students with disabilities, these choices may be more complex than for others and may require a great deal of planning. Planning the transition from school to adult life begins, at the latest, in high school. Transition planning is required by law to begin once a student reaches the age of 14 (or younger when appropriate). This transition planning becomes formalized in school as part of the student’s Transition IEP. Students’ needs, interests, and preferences must be considered in the planning, and students are therefore strongly encouraged to take part in the Transition IEP meetings.

After High School, the student and their family are expected to take an active role in preparing the student to take responsibility for their own life once school is finished. After a student leaves school, they will need to organize their own life and navigate their way through a maze of adult service providers. This can be a daunting task, one for which the student and their family need to be prepared.

The full collaboration of the student, family, educators, and community service providers is needed for a successful transition. The planning process helps to ensure that students participate in making decisions related to areas of education, medical, employment, social, and daily living needs.

A coordinated set of activities, providing experiences within the community and school, is planned to meet the individual needs of each student. These activities are documented on the student’s Transition IEP. This ensures a continuation of instruction to assist in the development of daily living skills and practical vocational skills for those students who need them.