Preparing for Adulthood: Transition Planning and Lifelong Resources

Transition planning is most useful when it begins with the young person’s strengths, interests, preferences, and goals. The conversation can include education or training, employment, community participation, daily living, and the supports that make participation possible.

Build the conversation around the person

Ask what the student wants to learn, try, or do next. Explore the environments where they feel engaged and the skills or supports that could help. Offer choices and accessible ways to communicate; include the student in decisions as appropriate.

Connect goals to exploration

Possible next steps include learning about postsecondary programs, visiting vocational or employment services, practicing travel or daily living skills, and exploring assistive technology. Availability and eligibility differ by location and provider. Confirm details directly with the state agency, school, college, or community organization.

Coordinate rather than assume

Some school-based transition requirements apply in specific IDEA contexts. The Department of Education’s transition guidance explains federal requirements and coordination considerations. It does not mean school-age IEP processes automatically continue into adulthood. Adult services use their own eligibility and planning processes.

Keep a simple planning record

Note the person’s goal, a small next step, who can help, and when to review it. Revisit the plan as preferences and opportunities change. A resource directory or transition conversation guide can help organize the research.

This article provides general information. It does not determine eligibility for school, vocational, disability, or adult services.