Transition planning for students with severe disabilities
By the IEP Atlas editorial teamLast updated
Short answer
Transition planning for students with severe disabilities follows the same federal rules as for any student: measurable postsecondary goals for training or education, employment and, where appropriate, independent living, based on age-appropriate transition assessments, with services to reach them. The differences are in how the team assesses, what the goals look like, and planning early for decision-making support and adult services.
Every student with an IEP gets a transition plan by the IEP in effect when they turn 16, or earlier if the team decides it is appropriate.[1] For students with severe disabilities, earlier is usually better. Adult services often have waiting lists, decision-making arrangements take time to set up, and the work experiences that shape a good plan take years to build.
The plan is not a lower version of the standard plan. A student with extensive support needs can have a job goal, a learning goal and a goal for where and how they want to live. What changes is how the team finds out what the student wants, and how much support the goals assume. This page walks through the rules, the parts that differ by state, and one fictional student's plan. For goals across all areas, see the cluster pillar on IEP goals for students with severe and profound disabilities. For transition planning in general, see transition planning in the IEP.
The rules and where states differ
| Topic | Federal rule | Varies by state? |
|---|---|---|
| When planning starts | By the first IEP in effect when the student turns 16, or younger if appropriate[1] | Yes: many states start at 14 or 15 |
| Postsecondary goals | Measurable goals for training, education, employment and, where appropriate, independent living[1] | No |
| Assessments | Goals based on age-appropriate transition assessments[1] | Tools and forms differ |
| Transition services | A coordinated set of activities, including instruction, community experiences, employment and daily living skills[2] | No |
| Course of study | Included in the transition services statement[1] | Diploma and course rules differ |
| Student at the meeting | The student is invited when transition is discussed[3] | No |
| Outside agencies | Invited with parent consent (or the adult student's) when they are likely to provide or pay for services[3] | Agency names and eligibility differ |
| Transfer of rights | Notice at least 1 year before the age of majority; rights transfer at that age unless the student has been found incompetent under state law[1][4] | Yes: age of majority and guardianship law differ |
| Eligibility through age 21 | Services can continue until the student graduates with a regular diploma or ages out | Yes: the age limit differs by state |
| Summary of performance | Provided when eligibility ends by graduation or aging out[5] | Forms differ |
The U.S. Department of Education's transition guide describes how schools and vocational rehabilitation agencies work together, including pre-employment transition services for students.[6]
What is different for students with severe disabilities
Assessment. Interviews and paper inventories don't work well for a student who communicates with gestures or a device. Use situational assessments (trying real jobs and activities and recording what happens), preference assessments, adaptive behavior data and family interviews. Person-centered planning meetings are common.
Postsecondary goals. They are still measurable outcomes after high school. "Will work in competitive integrated employment with a job coach" and "will live in the family home and take part in a community day program 3 days a week" are both valid goals. The student's preferences drive them.
Independent living. "Where appropriate" usually means yes for this group. Include it.
Decision-making. Rights transfer at the age of majority in most states unless a court decides otherwise. Families often hear only about guardianship. Supported decision-making, powers of attorney and other less restrictive options exist in many states and should be part of the conversation.[7]
Adult services. Developmental disability agencies, Medicaid waiver programs and vocational rehabilitation all have their own eligibility steps. Inviting them early, with consent, keeps the student from leaving school with nothing in place.
One student's plan from 14 to 21
Darius is a fictional student with autism and an intellectual disability. He uses about 20 signs, a picture system and some single words. He loves music, sorting and being outside. His state starts transition planning at 14.
Age 14, fall 2022: first plan. The team runs a preference assessment with 12 activities. Darius stays longest with sorting tasks (a median of 9 minutes) and outdoor work (11 minutes), and leaves desk tasks within 2 minutes. His family hopes he will have a job and stay connected to his church community. Initial postsecondary goals are broad and based on these early data. One annual goal targets choosing between 2 items to show preferences, because choice-making feeds every later decision.
Age 15 to 16, 2023 to 2024: situational assessments. Darius tries 3 school jobs for 6 weeks each. Data from the job coach:
| Job tryout | Steps done without prompts (of 10) | Minutes on task without redirection | Signs of enjoyment |
|---|---|---|---|
| Recycling route | 8 | 25 | Smiles, signs "more" |
| Library shelving | 4 | 8 | Leaves the area often |
| Greenhouse watering | 9 | 30 | Hums, asks to go early |
The team uses these results to build a work preference profile with Darius. His postsecondary employment goal now names outdoor or sorting work.
Age 17, fall 2025: transfer of rights and decision-making. At the meeting a year before Darius turns 18, the team gives the required notice that rights will transfer at the age of majority.[1] The case manager shares information on guardianship and on supported decision-making. His family chooses to explore supported decision-making with a trusted aunt and the job coach as supporters. An annual goal targets using supported decision-making with a trusted person for one choice a week. With parent consent, the vocational rehabilitation counselor and the county developmental disability agency are invited.
Darius's postsecondary goals at 17:
- Employment: After leaving school, Darius will work in a community job in grounds care or recycling for at least 10 hours a week with support from a job coach.
- Training: After leaving school, Darius will take part in a community-based day program or adult education course in horticulture at least 1 day a week.
- Independent living: After leaving school, Darius will live with his family and complete his morning routine using a picture schedule with no more than 2 reminders.
Age 18 to 21: transition program. Darius attends his district's 18 to 21 transition program. He works 2 mornings a week at a garden center with a job coach, clocks in and out on his own by month 3, and rides the bus with travel training. At his final IEP, the team prepares the summary of performance and confirms his adult services are in place before he ages out.
Mistakes to avoid
- Waiting until 16 when planning could start earlier. Many students with severe disabilities need years of job tryouts and agency applications.
- Postsecondary goals that aren't outcomes. "Will improve social skills" is an annual goal topic. A postsecondary goal says what the student will do after leaving school.
- Guardianship as the only option discussed. Families need to hear about less restrictive options too.
- No student voice. Use the student's communication system at the meeting. See the template for sharing prepared IEP meeting messages.
- No agencies at the table. Leaving school without adult services in place is a common and avoidable gap.
Where to go next
- Goal templates: transition IEP goals, goals for transition-age students and independent living goals.
- Examples: postsecondary goals examples and transition IEP goals examples.
- Glossary: transition services, supported decision-making, age of majority and supported employment.
NTACT:C, the national transition technical assistance center, collects effective practices for transition planning.[8] Rules vary by state, and this page is general information; check your state's transition and guardianship rules.
Frequently asked questions
When does transition planning start for students with severe disabilities?
Federal rules require it by the IEP in effect when the student turns 16, or earlier if the team decides it is appropriate. Many states start at 14. For students with severe disabilities, starting early helps with job tryouts, adult service applications and decision-making plans.
Can a student with severe disabilities have an employment goal?
Yes. A postsecondary employment goal can include support, such as working in a community job with a job coach for a set number of hours a week. The goal should come from the student's preferences and from real work experiences.
What happens at the age of majority?
In most states, rights under IDEA transfer from parents to the student at the age of majority unless a court has appointed a guardian. The IEP must include notice of this at least one year before. Families can explore supported decision-making and other options.
Use it in IEP Atlas
- Transition IEP goals
- IEP goals for transition age
- Transition services in the IEP glossary
- IEP goals for significant support needs
- Supported decision-making in the IEP glossary
Related guides
- IEP goals for students with severe and profound disabilities
- Transition planning in the IEP: what is required and when
- Measurable postsecondary goal examples
- Personal care participation IEP goals for students who need full support
- Inclusion for students with severe disabilities: what works in practice
- Present levels examples for students with severe disabilities
- Progress reports for students with significant disabilities: 12 annotated examples
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- 34 CFR §300.43: Transition services, Legal Information Institute, Cornell Law School
- 34 CFR §300.321: IEP Team, U.S. Department of Education (IDEA website)
- 34 CFR §300.520: Transfer of parental rights at age of majority, Legal Information Institute, Cornell Law School
- 34 CFR §300.305: Additional requirements for evaluations and reevaluations, U.S. Department of Education (IDEA website)
- A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities (August 2020), U.S. Department of Education, Office of Special Education and Rehabilitative Services
- Supported Decision-Making, National Resource Center for Supported Decision-Making
- National Technical Assistance Center on Transition: The Collaborative, NTACT:C
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.