Transition Planning: Preparing Your Teen for Life After School

Transition planning is the process of preparing a student with a disability for life after high school — including post-secondary education, vocational training, employment, and independent living. Under IDEA, transition services must be included in every IEP by the time a student turns 16. Many advocates recommend starting the conversation at 14 or even earlier.

A strong transition plan begins with the student's own vision for their future. What do they want to do after high school? Where do they want to live? What kind of work interests them? The student should be at the center of transition planning — not a passive recipient of decisions made by adults.

For visually impaired students, transition planning must address the full Expanded Core Curriculum — particularly independent living skills, career education, and self-determination. A student who graduates without the ability to manage their own finances, cook a meal, or navigate public transportation is not prepared for independence, regardless of their academic achievement.

Post-secondary options for visually impaired students include four-year colleges and universities (which must provide disability accommodations under the ADA), community colleges, vocational rehabilitation programs, and specialized programs like the Louisiana Center for the Blind or the Colorado Center for the Blind, which offer intensive independent living and employment training.

Vocational Rehabilitation (VR) is a state-federal program that provides services to help people with disabilities prepare for, find, and maintain employment. VR services can include college funding, job training, assistive technology, and job placement support. Families should connect with their state VR agency during high school — not after graduation.

The transition IEP should include measurable post-secondary goals in three areas: education/training, employment, and independent living. It should also list the transition services and activities that will help the student reach those goals, and identify which agencies (VR, community organizations, etc.) will be involved.

One of the most important things you can do as a parent is to gradually transfer responsibility to your child. Let them speak for themselves at IEP meetings. Encourage them to call and schedule their own appointments. Support them in learning to use public transportation. The goal of transition is independence — and independence is built through practice, not protection.