Transition planning is a process that helps students with disabilities decide what they want to do after high school. It also helps them figure out how to get there.
According to Madison County School District's Transition Coordinator Tarea Stout, when a student turns 14, there is a section in their Individualized Education Program (IEP) that is like a road map for their future.
"The transition plan sets goals for the student – both current and future," said Tarea. "It asks many questions: What does the student want to do as a job? Do they want to go to college? Do they want to live on their own, or do they want to live at home?"
The transition plan looks at the student's goals and determines what is needed to get to those goals. Students can then start exploring their options. "You don't want to wait for opportunities to begin exploring what's out there and limit your view," said Tarea.
Transition planning is the beginning of students learning to advocate for themselves in a safe place.
"That IEP meeting can be extremely intimidating for everybody at the table," said Tarea. "But know that the team is there for you – the student. Begin to share your ideas and what you want to do."
"Don't wait until it's your last year in high school. Start in seventh grade by looking at what it is that you like and don't like. Sometimes students say they don't want to do something, but they've never tried it. Exploring career opportunities in your community and sharing your ideas and thoughts is a great place to start exhibiting even more self-advocacy," said Tarea.
It is recommended that students keep attending their IEP meetings, especially their annual meetings, which plan for the following year. "I love it when we have students who come to their meeting and have really thought out what it is they want to do," said Tarea.
Students can also call their own IEP meetings. "I've had that happen, and it's really special. When you have a student say, 'This is what I want, and this is how I get there,' that makes me feel good because we have a student that wants to guide their own career. Students can do that at any point, which we love to see," said Tarea.
Transitioning from high school can be challenging for students, especially those that will be attending college. Those students will now oversee their own planning.
"After students leave high school, they become in charge of leading their own course – being their own voice. I recommend students entering college for the first year sign up for Disability Services right away," said Tarea.
"There are services that you get in high school that are not available in college. But there are services you can still get," said Tarea. "Ask for everything that you feel you could benefit from – extended time, a note-taker. It depends on your individual need."
College tours are important because they give students the opportunity to learn what each college provides. Signing up early for services should also be a priority.
"Throughout public school, students have had their educational path managed by others. Once you leave high school, nobody is doing that for you. That's one of the reasons why I say students should go to their IEP meetings," said Tarea. "That is a great training ground to practice. You will then be comfortable going into those college programs saying, 'This is what I need and why I need it.' Don't take it for granted that it's just going to happen."
"Their goal is to get you to work. They're going to help you figure out your goals and how to reach them," said Tarea. "They may be able to help you pay for college or parts of it. Their program is individualized. Everyone has different goals and different needs."
MDRS can also connect students to internships, which allows for work experience and helps students determine if the job is best suited for them.
Another great resource for students with disabilities is Mississippi's ID/DD Waiver Program. The waiver provides individualized supports and services to people with intellectual/developmental disabilities to assist them in living successfully at home and in the community.
"As soon as you have a diagnosis – even in preschool – get evaluated through the diagnostic and evaluation center in your region," said Tarea. "There's a long waiting list for those services – so don't wait."
Students that have work experience will have more success in the future.
"We encourage our students to learn some basic work skills – whether it is in their home or community," said Tarea. "Finding those safe environments to gain work experience can be challenging, but there are opportunities – you just have to look for them."
Having good, quality support is significant for young students.
"When I think of support, it can come in many forms. The good thing about having an IEP is that you have a whole team of people to support you and hear your needs. Support in and out of the classroom is also essential," said Tarea.
Getting connected to adult and community-based services that have programs allows students to create an even bigger circle of support.
"When you see people that don't have support, they don't have as many people on their team. The bigger the team, the more accountability and connections the students will have."
