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
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| Transition Planning must start very early in high school. |
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