From School Life to Adult Life: Transition Planning for Students with IDD
Tis the season! Not that season! Instead, let’s talk about the season when students with intellectual and developmental disabilities (IDD) transition from school life to adult life. With this milestone approaching, it becomes essential to start the planning process. The goal is to create the most fulfilling and meaningful life for your young adult with IDD.
What will they do after graduation? Where will they live? What kind of work will they do? How about social activities and community engagement?
To address these questions, it is important to understand that transition planning can begin on the student’s first day of school or earlier. Teaching and reinforcing independent living skills is a great place to start. As students learn and master individual life skills, they build confidence and begin the journey to independence.
WHAT DO YOU WANT?
One question we answer throughout our lives is, “What do you want?” In work, life, relationships, and planning for the future, the answer to that question is critical. During the transition planning process, you and your child will be asked the same question. Preparing your child by having discussions before the IEP meeting ensures that their wants, needs, desires, and dreams are reflected.
PREPARING YOUR CHILD – THE TRANSITION IEP
1. Start discussing your child’s interests and preferences. This includes issues such as what kind of work they’re interested in and where they want to live in the future. Building a list of social activities they’re currently doing or would like to do in the future can also be helpful.
2. If they’re not already working, ask the school if they provide job coaching or have organizations they can recommend. These professionals can locate jobs that best fit your child’s interests and skills through their network.
3. If employment isn’t an immediate goal, you may want to consider continuing education beyond high school. University models throughout the country offer housing options and classes tailored to individuals with IDD.
START PLANNING NOW
Activities of Daily Living:
A critical component is teaching your child basic activities of daily living (ADL). It is one of the greatest gifts you can give your child with IDD). These are skills they will need for the rest of their life. You can begin by giving them simple choices. These small decisions lead to confidence as they build more advanced skills.
Community Engagement:
It is equally important to help your child foster social connections. Getting young children with IDD involved in their community through sports, creative activities, or other interests builds communication skills and teaches them how to interact with others. This builds the social skills they’ll need for life.
Independent Living Skills:
In addition to social engagement, it’s important to get your child involved in simple chores, setting the table, dusting, and other home-based skills. This teaches independent living skills we all need.
VISUAL SUPPORT TOOLS
In our busy lives, we all rely on various visual support tools, such as online calendars, physical calendars, and reminders or alarms on our phones.
Children with IDD can benefit immensely from visual cues and reminders for scheduling and activities of daily living (ADLs).
As an example, these tools might include a series of sticky notes they can remove once a task or activity is completed, a whiteboard, or a printed paper with checkboxes based on the child’s age and abilities. Don’t forget timers and calendars on phones, tablets, and computers. These tools are especially helpful for individuals with IDD.
You might also consider working with an occupational therapist to design a system specific to your child. They have many tools and information to share.
EARLY PLANNING CONSIDERATIONS - DOCUMENTS
1. With rules and laws changing continually, auditing and updating your will and special needs trust (SNT) should be part of the preparation for the transition planning process. Consult a licensed disability attorney to do an audit or create one for your family.
2. If your child is 16, it’s time to review their placement on the Medicaid Waiver Lists for your state.
3. Consider whether your child needs guardianship, supported decision-making, or power of attorney. These plans should begin at least 1 year before their 18th birthday. Consult a licensed disability attorney in your state.
COLLABORATION AND BUILDING A STRONG TRANSITION TEAM
Collaboration during transition planning is critical. By working together, families and the school can ensure a collaborative process. With your child at the center of this process, you’ll build an ideal plan of what adulthood will look like for them.
The IEP team might also include special and regular education teachers, counselors, nurses, or other staff. This collaboration makes sure all perspectives are considered, leading to a more comprehensive plan.
You have the right to bring your support team to this meeting as well. This might include speech, occupational, or music therapists, family members, friends, and others who know your child and can contribute to the plan.
With advanced planning, knowledge of your child’s wants and needs, and an understanding of your child’s legal rights, you will be able to advocate with confidence and build an inclusive and vibrant plan for your child’s future.
Transition Planning Checklist Free Download –
https://drive.google.com/file/d/1d1LeiQX2dtbfaHj6axLwP3ngFnAFNTzg/view?usp=drive_link
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Linda Bonner is the bestselling author of “Blessed with Extraordinary” which offers support, resources, hope, and encouragement for families of children with Down Syndrome and other intellectual and developmental disabilities. She is the parent of an adult son with Down Syndrome, a Disability Champion, Speaker, and Mentor. Linda’s mission is to equip families and communities with shared disability resources and education to help them advocate locally and beyond.
You can find her book and additional resources at https://www.blessedwithextraordinary.com/
