Postsecondary Success in IEP Transition Planning
Every student with a disability deserves a transition plan built on more than guesswork. The quality of planning before graduation can shape whether a student finds meaningful work, continues their education, and builds an independent life.
In 2021, researchers conducted a review into which transition planning practices helped provide improved predictors of post-school success (Mazzotti et al, 2020). A similar review also identified which behaviors, skills, experiences, and expectations were linked closely to postsecondary success for IEP students with significant cognitive disabilities (McConnell et al., 2021).
9 Keys of Assessment Categories
Following from McConnell and colleagues, a second review included nine specific best practice assessment categories:
- self-determination;
- academics;
- personal experiences;
- self-care;
- agency assistance;
- social skills;
- employment;
- technology; and
- school experiences.
To better understand the process, it’s important to take a closer look at how each category relates to IEP transition assessment planning.
Self-Determination
Students are much more successful when they fully understand their personal strengths and weaknesses. Moreover, being able to articulate their vision for post-secondary employment and independent living can help them take an active leadership role in achieving their goals.
Academics
Aligning an IEP student’s coursework with their post-secondary goals enables them to get more out of their academic experience.
Personal Experiences
Student-led meetings and vocational assessments help shift them from choosing a generic career path. By focusing on personal experiences, IEP students are much more likely to decide on their long-term goals.
Self-Care
Self-care skills assist IEP students with daily living, health and wellness, medication management, personal hygiene, and self-advocacy—factors that are not shown on an academic transcript but have an equal weight of importance.
Agency Assistance
Coordinated agency assistance can be another vital tool, and one that is typically mandated. Schools are required to obtain parental consent that invite relevant adult agencies to IEP meetings.
Social Skills
Preparing IEP students for community participation, workplace communication, self-advocacy, and independent living are core tenants of transition planning. Pairing students with the Social Responsiveness Scale,Third Edition (SRS®-3) assessment tool can help give an evaluation team standardized data on this specific domain.
Employment
For a successful transition service to help build a student’s goal towards employment, it requires the following coordinated activities:
- job coaching;
- soft skills training;
- internships and job shadowing; and
- travel training.
Technology
Assistive technology can help maintain or even increase an IEP student’s future independence. As technology plays a significant role in employment and career exploration, using it properly requires skill maintenance and local support.
School Experiences
One major aspect of transition planning is shifting away from the traditional classroom setting. Integrating hands-on activities can help IEP students find better employment and post-secondary education opportunities. Transition planning also involves improved community participation and independent living.
Transition Planning and IEP Students
Ultimately, transition planning will look different from student to student, and that variability can bring advantages for each individual. By engaging a student’s mind and interests, an evaluator can help build on their skills with the program, leading to greater success in future employment and living opportunities.
Research and Resources
Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W.-H., Fowler, C. H., Poppen, M., Sinclair, J., & Test, D. W. (2020). Secondary Transition Predictors of Postschool Success: An Update to the Research Base. Career Development and Transition for Exceptional Individuals, 44(1), 47–64. https://doi.org/10.1177/2165143420959793
McConnell, A., Sanford, C., Martin, J., Cameto, R., & Hodge, L. (2021). Skills, Behaviors, Expectations, and Experiences Associated with Improved Postsecondary Outcomes for Students with Significant Cognitive Disabilities. Research and Practice for Persons with Severe Disabilities, 46(4), 240–258. https://doi.org/10.1177/15407969211053810
Category: Educaton
