As a parent of a child receiving special education services, there are four areas of transition that are critical.

Is your autistic child 16 years old or older and receiving special education services from your local school district? Your child will no longer be eligible for special education services at the age of 22. Are you concerned about what will happen to your child then? Want to know how to write a child’s transition plan? Here are four things to keep in mind. This article focuses on four critical aspects of transition that must be included in a transition plan written by special education staff.

The Individuals with Disabilities Education Act mandates that all 16-year-olds with disabilities have a transition plan and the necessary transition services included on the plan. Be sure to check with your state board of education to find out whether the youngster must be 14 and a half to construct the plan.

Children with disabilities might benefit from transition services, which can be defined as an organised set of activities, aiming to improve their academic and functional performance, in order to aid their transition from school into post-school activities.

A transition strategy must address four areas, which are:

Employment is classified as competitive, subsidised, and so forth. Transition assessments can be conducted in the workplace to identify a student’s strengths, weaknesses, preferences, and interests in generating post-school outcomes.. If you believe that your child requires a functional vocational evaluation, you can request one. To help a child attain his or her greatest potential in the workplace, parents should have high expectations for their employees.
In terms of post-secondary education, two-year and four-year colleges, trade schools, and vocational schools are all examples. Students should be able to achieve their postsecondary education goals with the support of their transition goals.

Vocational and independent living skills training are two examples of post-secondary education. Unlike #2, this training is typically provided by an agency that works with persons who have a physical or mental disability. There should still be high expectations for students with more moderate to severe disabilities, though. It is hoped that this training will take place in the community rather than in the agency’s headquarters (most people refer to such as sheltered workshops). We all benefit when we work together!

Independent Living Skills (ILS) is a term that refers to a broad range of knowledge and abilities related to day-to-day activities and the management of one’s personal finances.

In my opinion, functional skills training and independent living skills training should be provided to all students, regardless of their disability level. It will help the adult to become as self-sufficient as possible and ensure that they achieve their maximum potential.

You may help your child attain their full adult potential by ensuring that their transition plan incorporates the following four components: employment, postsecondary education, postsecondary training, and training in independent living skills.