Transition planning is a methodical process that defines the core skills that will be priorities during a student's transition years of school. Transition planning requires that the transition team selects core skills on which the student can build a career and a meaningful life. Students with Autism Spectrum Disorder (ASD) continue to develop life and work skills throughout their lives so the goal is to define those core skills that will be a foundation for future success. Prioritizing these goals requires thoughtful assessment and planning as well as the recognition that the transition years only set the stage for future skill development, self-advocacy and career opportunities.
Because schools are setting the student's stage for a career, effective transition planning must be based on the individual needs, strengths and interests of each student. Individuals with disabilities who are served in special education are eligible for a free and appropriate education up to 21 years of age, or older in some states. During their high school years, extensive planning for the transition out of school and into the next phase of their lives should take place. This planning must begin very early in high school to assure that all of the process is completed.
If an individual is going on to post-secondary education or into the competitive work force, there are critical areas of instruction that must be addressed within the presentation of the standard course of study in high school. These areas include:
- Specific job skills (vocational skills)
- Social communication
- Work behaviors
- Social problem solving
- Self-organization necessary for finding and keeping a job
|Transition Planning must start very early in high school.|