The two key components to focusing on better outcomes are soft skills and self-determination. Here are a few suggestions for students at this age:
In order for transition to be the focus of the IEP, it is suggested that the discussion begin with the end in mind and involve students to the extent that the student is able to participate.
There also must be evidence that the student was invited to the IEP team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP team meeting with the prior consent of the parent or student who has reached the age of majority.
Students may be asked to present some or most of the information at their IEP meeting. Student engagement at the IEP meeting is a valuable experience for all members of the team. Preparing students to speak to others about their strengths and needs is an important step toward adult life and self-determination.
It is encouraged that students are involved in creating the goals and action plans for the IEP cycle as well as providing input into the services, modifications and accommodations that they may need to be successful.
