The statement of “postsecondary” goals and transition services in a student’s IEP should relate directly to the student’s goals beyond secondary education. It must also show how the student’s planned studies and coursework are linked to these goals.

• For example, for a student interested in exploring a career in computer science, the statement of transition services needs may include technology courses.
• Another student’s statement of transition services needs could include bus usage training for future independence in the community.

The goal is to select courses of study that will be meaningful to the student’s future and motivate the student to complete their education. Like other special education services, transition services and activities must be provided in the least restrictive environment. Students should participate in high school education programs alongside their nondisabled, same-aged peers to the maximum extent possible. For example, a student may participate part-time or full-time in general education classes at the high school with support from an “inclusion program.” Special education teachers, paraprofessional aides and service providers collaborate with the general education teachers to adapt curriculum and give individualized instruction within these integrated settings to allow the student to meet IEP goals. Additionally, the student can begin to take part in individualized, functional and integrated work experience such as on-site training for one period, one or two days per week. Skills training can occur both on and off the high school campus.