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Resources - Issues of Importance
Transition to Adulthood
Transitioning out of the school system into adult life can be very difficult for students with disabilities. When students complete their schooling, they must be prepared for post-school activities such as: accessing adult disability services, employment, post-secondary education, community participation and independent living. For that reason, transition planning is critical for students with disabilities, and should be started as early as possible.
Students in special education receive services almost entirely from the school system as an entitlement under federal and state law. Adults with disabilities, on the other hand, must be deemed eligible for a variety of different services and have to access those services from several different State agencies and community service providers. As a result, it is critical that families and students work closely with their schools to effectively plan for a smooth transition from school to adult life.
The federal Individuals with Disabilities Education Act (IDEA) and New Jerse's state special education regulations require that school districts engage in transition planning to ensure a smooth transition from school to adult life for students with disabilities. Under the recently reauthorized Individuals with Disabilities Education Act, a transition plan must be included in the Individualized Education Program (IEP) of every student who is 16 and over. However, the state of New Jersey has exceeded the federal regulations and has retained the requirement that districts begin transition planning at age 14.
Transition planning can never begin too early!
There are several things that parents can do to help prepare their child for transition:
- Even as early as preschool, parents can encourage children to think about their interests and identify jobs or academic topics that they like.
- Parents can give young children specific chores around the house to foster daily living skills and involve their children in community experiences to expose them to various work functions and develop social skills.
- Once a student reaches middle school age, a parent should request formal testing (preferably community-based) to assess their child's vocational skills and interests, and begin to research supported employment and independent living programs.
- Finally, parents should think about financial planning for adulthood and look into SSI benefits, guardianship, insurance issues, and estate planning.
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