Ideally, these programs should lead students to outcomes that maximize independence. For some students, the goal will be to move toward post-secondary education. For others, the goal may involve community-based programs, such as adult integrated work programs, where school staff supports the student to obtain and maintain an integrated job near their home so that they can be integrated in the community. In that case, the student should be hired directly by the employer. The individual is on the employer’s payroll, not paid through a subcontract with the school. Additionally, if a student works part-time, transition staff can assist them in taking integrated, regular college or adult education classes; join fitness centers; and participate in everyday community activities, such as shopping, public transportation, movies, library, adult sports, etc.
Districts must provide not just transition planning, but also adequate transition services prior to exiting a student from high school. Transition services include instruction, related services, community experience and the development of employment and other post-school adult living objectives, and if appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.[1] Vocational and social instruction should take place in the community as much as possible. A student may have completed the district’s prescribed course of study and passed the necessary proficiency tests. Even under these circumstances, if the school has not provided appropriate and individualized transition services, they may continue to be eligible for special education services.[2]