Transition Planning — Getting Our Kids Ready for Adult Life

Hello, and welcome to SER: No Parent Left Behind! I’m your host, Mark Ingrassia. With 37 years in special education—as a teacher, tutor, , and advocate—I’m passionate about helping families navigate the challenges of raising exceptional children. I’m truly thrilled to have you here

Today I’m diving into one of the most important — but often misunderstood — phases in a special-ed child’s journey: the transition out of high school and into adulthood. Whether your child is a few years away from graduation — or it’s years off — this episode could be a game-changer for your planning. We’ll walk you through what transition services should include, when planning should start, how to evaluate programs and agencies, and concrete steps you can take now to avoid that dreaded service gap after high school. I had the pleasure of interviewing Transition Expert, Gretchen Levine, in season 2, episode 52 and I highly recommend you give her a listen as a followup to this episode.

This podcast is a space for inclusion, supporting individuals with disabilities across education, access, and health. If you’re enjoying the show, please rate, review, subscribe, and share—it helps others find us and furthers the mission.

To support the podcast or explore my parent coaching, visit specialedrising.com for resources, tips, and tools. Check out the Special Ed Rising YouTube channel for interviews and more.

I've also opened a GoFundMe to help bring Ray’s Respite Care to life—a service families truly need. You can find the link in the show notes. Every contribution makes a difference. Thank you.

This episode is sponsored by Music Workshop, bringing teachers free music curriculum that spans cultures, genres, instruments, concerts, and careers.

-being, free through December: 2025

Teachers discover how to use music to support student well-being—or explore self-care strategies for yourselves. Parents, share this opportunity with your child’s school.

Learn more at musicworkshop.org.

Now let’s prepare for the future, on our way to another win.

Alright, let’s jump into what transition planning actually is — and why it matters so much for our kids.

One of the biggest keys to a student’s success—especially a student with a disability—is the partnership between families and schools. When that relationship is strong, kids thrive. And as our kids move into middle and high school, that partnership becomes even more important, because this is when we really have to start thinking about what life is going to look like after graduation.

And here’s the thing: transition planning isn’t just for some kids. Under IDEA, it’s required for every student with a disability. That means general ed teachers, special ed teachers, everyone on that IEP team—they all play a role. They’re not just there to check a box. They’re there to help families understand the process, to set meaningful goals, and to make sure these young adults get the support they need to move toward an adult life that actually fits them.

It’s a team effort, and when everyone shows up—families, schools, and the students themselves—the transition process becomes a whole lot smoother and a whole lot more empowering.

“Transition planning is something I find a lot of families aren’t fully aware of until they’re suddenly right in the middle of it. And this is the key to the message I want to convey: Transition is much more than graduation. It’s not just a ceremony, a handshake, and a ‘good luck out there.’

Transition is a coordinated process that helps a young person with disabilities move from school into adult life. That might mean college or training programs, a job or vocational path, independent or supported living, community involvement, or getting connected to adult-service agencies.

Organizations like the Federation for Children with Special Needs and the IRIS Center really stress that transition is about preparing for the ‘whole life’ after high school — not just the first step after graduation.

And legally — according to the Individuals with Disabilities Education Act (IDEA) — transition services must be part of the IEP. This isn’t optional. This isn’t fluff.

As the Special Education Rights & Responsibilities Manual (SERR) explains, transition services are required to help with education, employment, independent living, and community participation. States like Minnesota emphasize the same thing: it has to be part of the plan.

From Edutopia: During transition planning, schools are obligated to collaborate with students with disabilities and their families. As a team, they will determine what education, experiences, supports, and services students with disabilities need in order to be prepared and lead successful adult lives beyond high school. This information needs to be embedded in the students’ IEP and revisited each year.

One guide puts it perfectly. Transition services are, quote:

‘A coordinated set of activities based on the student’s needs, taking into account their strengths, preferences, and interests,’

and it’s all meant to help young people live, work, participate in their communities, and be as independent as possible.

Groups like the Federation for Children with Special Needs and Massachusetts DESE back this up over and over.

So again: Transition planning is required. It’s part of special education. You don’t have to ask permission to bring it up — it’s already built into the law. And organizations like the New York Lawyers for the Public Interest consistently remind families of that.

In short: transition planning is the bridge — the bridge from school to what comes next.

And if we build that bridge well, our kids step into an adult life that matches their strengths, their needs, and their goals.”

From Edutopia, Student input in transition planning is required. This means that they need to attend their IEP meetings. Due to some students’ disabilities, their involvement may be limited. However, educators and families are expected to provide support so that students can be actively involved in planning for their future. For instance, they can assist students to identify their strengths and interests and determine if they wish to continue their education or pursue a career. This valuable information guides the IEP team when identifying appropriate support and services.

“information about the process should be provided to them at least one year prior to the transition planning age. If the transition planning age in your state is 14 years old, that’s the time when students with disabilities enter high school, so information should be shared when the student is 13 years old.”

III. When Transition Planning Should Begin — And Why Early Matters

“Now, let’s talk about when transition planning should start.

Under IDEA, transition planning has to begin no later than the IEP held when your child turns 16.

But many states — and many school districts — start earlier. The SERR Manual and organizations like ASAH (Association of Schools and Agencies for the Handicapped) now known as New Jersey Association of Special Education Partner Schools (NJASEPS) point out that earlier is better.

Here in our region, transition often begins around age 14.

New York City schools and Massachusetts DESE both say that age 14 is a typical starting point.

Why so early? Because early planning gives your child time to explore interests, try programs, visit community sites, get vocational experience, and build skills before they’re suddenly staring at adulthood.

The Maryland Public Schools guide explains that early transition planning helps families identify strengths, explore real-world options, and build life skills over time. ASAH says the same thing: rushing rarely works.

So here’s the message:

If your child is 14 — or even younger — you are not jumping the gun by asking about transition.

You’re actually giving them a head start that most families wish they had.”

IV. What Transition Services Can and Should Include

“Transition planning is not one-size-fits-all. It should be individualized.

Federal and state guidelines lay out the core pieces — and groups like Massachusetts DESE, IRIS, and the Federation for Children with Special Needs reinforce these everywhere.

Here are the big elements:

1. Academic planning.

This includes choosing the right courses for graduation, college, or a vocational path. Massachusetts DESE and IRIS highlight that the academic path should support post-school goals.

2. Related services.

Therapies, supports, and accommodations — whatever the student needs to access learning. ASAH ( now the New Jersey Association of Special Education Partner Schools) and the Office for Developmental Disabilities stress that related services can absolutely stay part of transition.

3. Community experiences.

This is huge: job training, volunteer work, life skills, community participation — the real world. IRIS and FCSN emphasize that these experiences help young people develop confidence and readiness.

4. Employment preparation.

This could be job goals, vocational training, job coaching, or supported employment. Again, FCSN and Massachusetts DESE make it clear — employment is a core part of transition.

5. Independent living skills.

Daily living, self-care, managing money, transportation, social skills — all of that. DESE and Maryland Public Schools talk about this as essential when appropriate.

6. Connecting with adult-service agencies.

This might include OPWDD or similar agencies, plus Medicaid waivers, housing supports, job programs, and adult services.

The Office for Developmental Disabilities, in particular, stresses the importance of connecting early because services have long waitlists.

V. What Parents Should Watch Out For: Gaps, Mistakes & Risks

“Let’s talk honestly about what can go wrong — because this is where families hit major roadblocks.

1. Starting late.

If planning starts at 17 or 18, there’s very little time left to explore options or apply for adult services. However, that being said, it is never too late and there are options I will address in a little bit.

2. Treating transition like paperwork.

Some IEPs list a transition goal … but there’s no actual plan. No actions. No services.

If your child is 14 or older and doesn’t have a real transition plan — that’s a red flag.

3. Not involving adult-service agencies early enough.

Agencies like OPWDD in New York require consent, paperwork, evaluations, and approval — and this can take years. You need to start that process early.

4. Underestimating waitlists and paperwork.

Housing, day programs, Medicaid waivers, job supports — waitlists can be long.

If you don’t get ahead of it, your child could lose support the moment school ends.

5. Assuming graduation equals the end.

School services end at graduation or aging out — but adult services do not automatically begin.

Families need that transition bridge to prevent gaps.”

VI. Working with Adult-Service Agencies — What Families Should Do (Especially in NY)

“Families in New York — especially here on Long Island — will eventually work with OPWDD if their child qualifies.

Here’s what you need to know:

1. Consent for sharing information.

Schools can’t send documents to OPWDD unless you sign off.

The Office for Developmental Disabilities is very clear about this.

2. Start early — years before graduation.

OPWDD recommends starting the process at least three years before school ends.

3. Make sure your child’s IEP includes measurable post-secondary goals.

Education, employment, independent living — all must be included.

NYC schools and the SERR Manual reinforce this.

4. Map out adult services early.

Housing supports, Medicaid waivers, job programs, transportation training — whatever your child will need, start researching the waitlists and timelines now.

OPWDD’s ‘Front Door’ process is the gateway to services.

Think of it like this:

Your child’s IEP is the launch pad. But the connection to adult services is the rocket fuel.

If those two things aren’t linked, there’s a real risk of your child falling into a service gap — and that’s the cliff families fear most.”

VII. Legal & Financial Considerations: Guardianship, Benefits, Safety Nets

“This part can feel uncomfortable, but it’s important.

When your child becomes an adult, you may need to explore things like:

– Supported decision-making

– Guardianship

– SSI or disability benefits

– Medicaid waivers

– Long-term supports

None of this is automatic.

And many of these systems have long approval processes.

This doesn’t mean you’re alone — it just means planning ahead matters.

If you need help, talk to a disability-rights attorney, a benefits specialist, or a family-support coordinator. Getting the right guidance early can save you months or even years.”

From the National Center for Learning Disabilities: One of the primary barriers students with disabilities face is insufficient preparation for the transition to postsecondary education. Students often lose access to the structured support provided by high school individualized education programs (IEPs or 504s), leaving them to navigate complex accommodation processes on their own. Research shows that a significant number of students with disabilities experience “summer melt,” failing to matriculate into postsecondary institutions even after being accepted. These students may be unaware of their rights under Section 504 of the Rehabilitation Act or the Americans with Disabilities Act (ADA), or they may struggle to access accommodations without a clear support system.

Additionally, many postsecondary institutions are not fully equipped to meet the needs of students with disabilities. According to the National Center for Education Statistics (NCES), 88% of postsecondary institutions report enrolling students with disabilities, yet institutions frequently cite a lack of resources and faculty training in disability services.

According to a study published in sciencedirect.com entitled, Educators’ knowledge about strategies and supports for autistic students in the transition from school to adulthood,” Respondents to this survey highlighted a number of essential areas for improvement within transition planning and implementation including 1) need for more collaboration; 2) need for more resources including time and training for transition planning; 3) better connections to community providers; and 4) challenges with including students in their own transition planning process. Survey responses consistently mentioned the lack of time available for educators to work meaningfully on transition-related activities. They reported expectations to both teach the school curriculum and fulfill transition-based needs, which lead to limited time for educators to work with students one-on-one to create a student-centered post-high school plan. Educators requested more face-to-face interactions with their transition-age students. They also highlighted the need for more and ongoing training for writing student transition plans with appropriate goals.

VIII. Parent/Family Action Plan — What To Do After This Episode

“Here’s your simple action plan — what you can start today:

1. Check your child’s IEP.

Is there a transition plan? Are there measurable goals? If not, request an IEP meeting.

2. Make a wish list.

Ask your child about their hopes and interests.

College? Work? A trade? Living with support? Joining community activities?

3. Research adult-service agencies.

If you're in New York, look at OPWDD, vocational rehab, day programs, and Medicaid waiver supports.

4. Apply for adult services early.

Ideally 2–3 years before graduation.

5. Build real-world experience now.

Volunteer work, part-time jobs, travel training, daily-living practice — all of these build independence.

6. Document everything.

IEPs, evaluations, medical records, applications — keep them organized.

You will absolutely need them later.”

Today we’re talking about something that comes up all the time — and honestly, it usually shows up in a moment of panic.

A parent reaches out and says, “My child is a senior… and we’ve never talked about transition planning. Is it too late? Did we miss the boat?”

And I want to start this episode by saying this loud and clear:

It is not too late. You still have options. And yes — your child can still build a successful path to adult life, even if transition planning starts late.

Let’s walk through what this looks like, what you can do right now, and how to get your footing quickly.

SECTION 1: YOU STILL HAVE RIGHTS — EVEN IN SENIOR YEAR

Transition planning is not optional. It’s required by IDEA.

So even if nobody brought it up…

even if it’s not in the IEP…

even if graduation is months away…

the school is still responsible for developing a transition plan and providing transition services.

You can request a transition-focused IEP meeting today.

Put it in writing, and they must respond.

SECTION 2: OPTIONS FOR CATCHING UP — WHAT YOU CAN STILL DO

Let’s get into the practical stuff — because when you’re catching up late, you want to move with purpose. Here are your biggest options:

Option A: Delay Graduation (If Your Child Needs More Time)

A lot of parents don’t realize this, but your child does not have to graduate at 17 or 18.

If your student hasn’t had transition services, hasn’t met their goals, or needs more skill-building, you can request that they continue receiving services until age 21.

And here’s the key —

A school can’t force graduation if the IEP team agrees the student still needs support.

This gives your child extra years to work on job skills, community experiences, independent living, and connection to adult services. For many students, this extended timeline is life-changing.

Option B: Fast-Track Transition Planning

If your child is graduating this year, the school can still do a lot in a short period of time.

Ask for:

A transition assessment

A meaningful set of post-secondary goals

Job training or life-skills instruction

Community-based experiences

Supports to connect your child to outside agencies

Even a few months of targeted work can make a big difference — it creates momentum.

Option C: Connect to Adult Services Right Now

Don’t wait for the school on this one — you can start independently.

For many families, this includes:

OPWDD (or your state's developmental disability agency)

Vocational Rehabilitation (ACCES-VR in NY)

SSI or Medicaid

Medicaid waiver programs

Job coaching or supported employment agencies

Some of these have long waitlists. The earlier you apply, the better.

SECTION 3: WHAT THE SCHOOL SHOULD BE DOING IMMEDIATELY

If your child is a senior and transition planning hasn’t happened yet, here’s what you want added to that IEP — fast:

A transition evaluation

Measurable post-secondary goals

A coordinated set of transition activities

Community experiences (volunteering, job trials, life skills)

Connection to adult-service agencies

A student exit summary before they leave school

These aren’t favors — they’re legal responsibilities.

SECTION 4: THE BIG PITFALL TO AVOID

Mark:

The biggest mistake families make is accepting a diploma before adult services are set up.

Once your child gets a diploma:

special education services end

you lose the right to an IEP

the school system’s responsibility is over

So if your child isn’t ready, or the services aren’t in place, you can say:

“We don’t agree that graduation is appropriate at this time.”

And you’d be standing on solid legal ground.

SECTION 5: CAN YOU STILL SET YOUR CHILD UP FOR SUCCESS? YES.

Absolutely, yes. And here’s what catching up can look like:

Within 30 days

Request an urgent IEP meeting

Add transition services

Start OPWDD and VR applications

Begin a transition evaluation

Within 3 months

Job exploration

Life-skills instruction

VR consultation

Community-based experiences

Within 6–12 months

Job coaching

Post-graduation services

Housing and benefits planning

Skill-building and community involvement

You’re not aiming for perfection — you’re aiming for forward movement.

SECTION 6: FINAL TAKEAWAY

If we look back at the original question:

“My child is a senior and we haven’t started transition planning. Is it too late?”

The answer is, No.

It’s not too late.

You still have options.

Your child can still build the right future for them.

You can request services.

You can delay graduation if needed.

You can connect with adult-service systems.

You can still make this work.

Even starting late, you can create stability, opportunity, and hope. Starting late doesn’t mean starting wrong — it means starting with clarity.You’re doing what matters. And your child can still thrive.

And on this journey — you’re not walking it alone.

IX. Closing / Wrap-Up

“Transition isn’t an afterthought — it’s the future.

And when we start early, ask questions, and build the right connections, the future becomes a lot clearer for our kids.

I'll include a transition checklist for starting transition on time and one for starting late in my show notes.

I hope this episode gives you clarity, confidence, and a good starting point.

And if you want to share your transition story, I’d love to have you on the show as a guest. Reach out anytime.

Until next time — you’re not alone.”

Checklists: (If you copy and paste these into chat gpt it can make a pdf for you)

🌟 Transition Checklist for Parents (Senior Year & Beyond)

1. Review the IEP

Check if a transition plan exists (should begin by age 16; earlier in many states).

Confirm goals for education, employment, independent living, and community participation.

Make sure goals reflect your child’s current strengths, interests, needs, and preferences.

2. Build a Student Profile

Strengths and abilities

Challenges and needed supports

Interests and motivators

Long-term goals (work, training, living situation, social life)

3. Explore Post-High School Paths

Community college or vocational programs

Trade schools and certificate programs

Supported employment

Job coaching and job-readiness programs

Day habilitation or community-based services

Internships or volunteer opportunities

4. Connect With Adult Service Agencies

Identify agencies such as OPWDD (NY) or your state’s equivalent.

Begin applications immediately—waitlists can be long.

Gather required documentation (evaluations, IEP, medical records).

Ask your school for help contacting adult-service coordinators.

5. Address Skills for Independence

Daily living skills: cooking, cleaning, personal care

Money management: banking, budgeting, purchases

Travel training: public transit, ride apps, navigation

Time management and scheduling

Self-advocacy and communication skills

6. Build Real-World Experience

Part-time jobs

Job shadowing

Volunteer roles

Community classes or clubs

Household responsibilities with increasing independence

7. Plan for Healthcare Transition

Assist your child in understanding their medical needs

Practice scheduling appointments and medication management

Learn about adult healthcare providers

Ask for a “transfer packet” from existing doctors

8. Consider Legal and Financial Planning

Guardianship or supported decision-making

Power of Attorney or medical proxy

SSI/SSDI eligibility

ABLE accounts

Special Needs Trust (if appropriate)

9. Prepare for Graduation

Verify diploma or credential track

Confirm extended school year (ESY) or eligibility for services until age 21

Request updated evaluations for adult-program applications

Obtain a final IEP copy and transition documentation

10. Create a “Transition Binder”

IEPs

Medical paperwork

Evaluations

Agency applications

Contact info for providers and service coordinators

Resume or work history

Copies of IDs and important documents

Transition Parent Checklist: Starting Planning in Senior Year

1. Confirm School Status

Request an immediate IEP meeting.

Ask for the current transition plan (if one exists).

Request updated assessments: vocational, adaptive behavior, interests, strengths.

2. Identify Post-High-School Goals

Postsecondary education or training

Competitive or supported employment

Day habilitation or community programs

Independent or supported living

Combination of the above

3. Connect With Adult Agencies (Start Now)

Identify state developmental disability agencies (e.g., OPWDD).

Begin eligibility applications immediately.

Gather documentation: psychological evals, medical records, school records.

4. Ask the School for Immediate Transition Services

Job exploration activities

Work-based learning or internships

Community outings and skills practice

Travel training

Self-advocacy instruction

Daily living skills support

5. Explore Local Programs

Job coaching and employment programs

Vocational training centers

Community college disability services

Day programs

Life-skills training programs

Social skills groups

6. Prepare for Graduation Decisions

Decline the diploma for now if the student needs more services.

Ask about continuing eligibility until age 21.

Request data on skill levels to justify extended services.

7. Build Real-World Skills at Home

Money skills (budgeting, paying for things, counting change)

Household routines (laundry, dishes, cleaning)

Community skills (ordering food, using transportation, navigating stores)

Communication & self-advocacy practice

8. Organize Important Documents

IEPs for the past 3–5 years

Evaluations and testing

Medical records

Social security card, birth certificate, ID

Guardianship or supported decision-making paperwork (if applicable)

9. Create a Family Transition Plan

Student’s strengths

Student’s challenges

Long-term goals

Supports needed

Timeline for next steps

Agency contacts and application deadlines

10. Build a Support Network

Parent groups or advocacy organizations

School transition coordinator

Vocational rehabilitation counselor

Case manager or service coordinator (once assigned)

Community mentors

PARENT CHECKLIST FOR LATE-START TRANSITION PLANNING

(Senior Year, but pretending we’re calm about it)

1. Get the school to pull the transition plan out of hiding

• Request an IEP meeting ASAP.

• Ask for updated age-appropriate transition assessments.

• Pin the team down on actual services, not “We’ll see what we can do.”

2. Clarify graduation status before it sneaks up and bites you

• Find out the exact diploma or credential your child is on track for.

• Confirm whether staying in school until 21 is an appropriate option.

• Make sure any unfinished credits aren’t quietly waiting to explode.

3. Start adult-service applications yesterday

• Apply to your state agency (OPWDD, DDS, etc.).

• Check requirements for SSI, Medicaid waivers, vocational rehab.

• Expect waitlists that feel like geologic eras. Start anyway.

4. Build real-world experience even if it feels rushed

• Ask the school for community-based instruction or job sampling.

• Set up volunteer work, part-time tasks, or shadowing through family/friends.

• Focus on skill-building over perfection. No one cares if the first attempts are messy.

5. Create a basic “future profile”

• Write down your child’s strengths, needs, preferences, and non-negotiables.

• Include safety concerns, communication supports, sensory needs, and ideal environments.

• This becomes your anchor when every agency asks the same questions 40 times.

6. Get independent living supports moving

• Identify skills that need coaching now: budgeting, hygiene, cooking, travel, time management.

• Arrange short daily practice, not giant overwhelming crash courses.

• If the school has an independent-living program, get them in there fast.

7. Set up a transition binder or digital folder

(Yeah, I know. Truly thrilling.)

• IEPs

• Assessments

• Doctor evaluations

• Agency application copies

• Contact logs with schools and service coordinators

A little organization now prevents future “Where did I put that form” meltdowns.

8. Make a team

• Identify an adult-service coordinator, case manager, social worker, or advocate.

• Loop in trusted family members who won’t give useless advice.

• Get the school’s transition coordinator to outline a month-by-month plan.

9. Prioritize self-determination

• Let your child express preferences in ways that work for them.

• Use choices, visuals, lists, and small decision-making opportunities.

• Even last-minute empowerment is better than being dragged into adulthood blindfolded.

10. Plan the actual exit

• Confirm transportation, day programs, job coaches, college disability services, or supported employment.

• If gaps exist, fill them with temporary structure: volunteering, internships, community classes.

• Celebrate progress, even if it looks nothing like someone else’s timeline.