Transition planning is essential for students with disabilities because it prepares them for life after high school, ensuring they have the skills, resources, and confidence to succeed independently in their next stage of life. Without a structured plan, students may struggle with further education, employment, and independent living tasks, leading to decreased opportunities and independence.
When writing the Transition IEP, it is important that IEP teams are working together – with the student – to develop a plan that aligns with the student’s vision and goals, while also providing an equitable education.
Here are 25 questions all middle and high school IEP teams should consider when transition planning:
Student’s Future Goals and Aspirations
- Has the student participated in any career exploration activities, job shadowing, or internships?
- What are the student’s dreams and aspirations for life after high school?
- What career fields or job opportunities interest the student?
- Does the student want to pursue college, vocational training, military service, or direct employment?
- What are the student’s long-term and short-term goals related to education, employment, and independent living?
Academic Readiness and Skill Development
- What academic skills does the student need to develop to be successful in their post-secondary goals?
- What accommodations or supports have been effective in helping the student learn and complete schoolwork?
- Are the student’s current reading, writing, and math skills aligned with their future plans?
- Does the student need additional support in areas like organization, study skills, or time management?
- What technology tools or assistive devices would help the student in college or work settings?
Employment and Job Readiness
- What work-related skills does the student currently have (e.g., punctuality, teamwork, problem-solving)?
- Has the student had work experience (paid or unpaid), and if not, how can they gain that experience?
- What skills does the student need to improve for future employment (e.g., communication, self-advocacy, technical skills)?
- Does the student understand how to search for a job, complete an application, and prepare for an interview?
- What workplace accommodations or supports might the student need in a job setting?
Independent Living and Life Skills
- Does the student plan to live independently, with family, or in a supported living arrangement?
- What skills does the student need for daily living (e.g., cooking, budgeting, transportation, self-care)?
- Does the student understand how to manage their own money, pay bills, and budget?
- What supports does the student need to travel independently (e.g., driver’s education, public transportation training)?
- Does the student have self-care and self-management skills (e.g., making doctor’s appointments, managing medications)?
Self-Advocacy and Social-Emotional Development
21. Has the student been involved in setting their own transition goals and making decisions about their future?
22. Does the student understand their disability and how it impacts their learning and daily life?
23. Can the student effectively communicate their needs, ask for accommodations, and advocate for themselves?
24. What social skills does the student need to improve for success in work, school, and community settings?
25. What community resources (e.g., Vocational Rehabilitation, disability services, local agencies) can support the student’s transition?
By answering these questions, IEP teams can create a personalized, meaningful, and legally compliant transition plan that truly supports the student’s future success.
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