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Transition services must consider the student’s strengths, preferences, and interests, and may include (but are not limited to):
Instruction in:
• Financial planning and management;
• Self-care (e.g., hygiene, health & wellness);
• Independent living (e.g., cooking, housekeeping, home maintenance);
• Time/organizational management;
• Self-determination (e.g., self-advocacy, problem-solving, self-monitoring);
• Social/communication skills (e.g., peer relationships);
• Leisure skills; and
• Job-specific and soft skills for employment.
Community Experiences:
• Travel training to settings similar to those of their age peers (college campuses, work settings, community settings);
• Enrollment in postsecondary education programs* (e.g., vocational-technical programs, adult basic education, college programs, apprenticeships, dual enrollment);
• Career and technical education (CTE) programs;
• Community access (e.g., accessing community services, social roles/ citizenship); and
• Peer mentoring and career mentoring.
The development of employment and other post-school adult living objectives:
• Referrals and interviews with adult-serving agencies or State VR agencies;
• Participation in any or all five required pre-ETS;
• Arrangement of work-based learning experiences, work study, and paid work;
• Embedding self-care/independent living skills instruction into academic coursework and class/program procedures; and
• Supports to access other services or post-school/adult environments (e.g., completing a housing application, navigating access to adult healthcare providers (including Medicaid), opening an Achieving a Better Life Experience (ABLE) account, applying for college, scheduling an appointment with disability support services in college, obtaining Social Security Disability benefits).
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