Graduation from high school represents an important milestone, but it also marks the end of many school-based supports. Under the Individuals with Disabilities Education Act, transition services are designed to help students move from school to post-school activities such as employment, further education, and independent living.

Parents and students have the right to participate actively in transition planning and ask questions about how current services are preparing the student for adulthood.

The following questions can help guide conversations with school teams, service providers, and community agencies.

 

Questions About Transition Planning

1. What are my child’s long-term goals after graduation?
   Are we planning for employment, postsecondary education, independent living, or a combination?

2. How do current IEP goals support those long-term outcomes?

3. What transition services are currently included in the IEP?

4. Are we providing enough opportunities for real-world practice and community experiences?

5. Is my child learning skills that will be useful outside of school?

Under IDEA, transition services should focus on both academic and functional skills that support adult life.

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Questions About Independence Skills

1. What daily living skills should my child be practicing now?

2. Does my child have opportunities to practice independence in real-world environments?

3. What executive functioning skills (organization, planning, time management) should we be targeting?

4. How can we support independence at home?

5. What community experiences are available through the school or local programs?

Building independence is often most effective when students have opportunities to practice skills in natural environments.

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Questions About Employment

1. What vocational experiences or work opportunities are available for my child?

2. Has my child participated in job exploration or career assessments?

3. Are there opportunities for internships, volunteer work, or supported employment experiences?

4. Should we begin connecting with vocational rehabilitation services?

Federal programs supported through the Workforce Innovation and Opportunity Act provide employment support for individuals with disabilities.

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Questions About Adult Services

1. Which adult service agencies should we begin contacting now?

2. What documentation will adult service providers require?

3. Are there application timelines or waiting lists we should know about?

4. Should we begin gathering evaluations, medical records, and school documentation now?

Adult services often operate differently from school services and may involve eligibility determinations or funding limitations.

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Questions About Rights and Self-Advocacy

1. Does my child understand their disability and how to advocate for themselves?

2. Does my child know how to request accommodations when needed?

Under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act, individuals with disabilities have the right to reasonable accommodations in employment, education, and community settings.

Developing self-advocacy skills can help individuals access these rights more effectively.

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A Note for Families

It is common for families to feel uncertain about the transition to adulthood. Asking questions, gathering information, and exploring options early can help ensure that students leave school with the skills and supports needed for meaningful adult lives.

Transition planning is most effective when families, educators, and service providers work collaboratively to support each student’s goals and strengths.