Post-secondary transition goals are for students who seek education beyond high school. The Individualized Education Program (IEP) team must consider the student's desired outcome by asking the student what his or her job or professional goals are. Discuss why the student is interested in the chosen profession. Appropriate school-to-college transition goals for these students may be for the student to learn more about the desired career and related careers, to locate a college or trade school that teaches the needed courses and to determine and document supports the student will need to succeed in post-secondary education.
Independent living transition goals are typically developed for students who have chosen to live in the community outside of the family home. These students may seek jobs in the community, or they may have other means of support from government or private funding. Students expected to need independent living skills typically begin training in middle school. Appropriate independent living transition goals are to learn household safety skills, small appliance operation, use of the telephone and community navigation. As the student gets closer to graduation, the IEP team may consider where the student will live, the option of a roommate and what financial entitlement programs may be helpful.
Some students opting for employment after high school may set goals to help achieve that outcome. School-to-work transition goals may begin in middle school through career explorations. Appropriate goals for this age group are to visit and learn about area jobs. Transportation options for the student's adult community must be considered, if the student will not drive. By early high school, transition goals for these students may be to acquire skills general to many jobs in the community, and task-specific skills as the student gets older.
Community participation goals are usually for students who will continue to live in the family home and utilize adult disability services. Day habilitation programs offer adults recreational-based activities during daytime hours. The adult returns to the family home for evening meals and lodging. Because of the nature of the programs, no additional training needs are usually required during the school years. Community participation programs typically have long waiting lists. IEP teams pursuing this path should consider goals such as placing the child on the waiting list at age 14, identifying potential transportation barriers to the facility and documenting the level of supervision the adult will need at time of placement.