The statement of “postsecondary” goals and transition services should relate directly to the student’s goals beyond secondary education. It must also show how planned studies are linked to these goals. For example, a student interested in exploring a career in computer science may have a statement of transition services needs connected to technology course work. Another student’s statement of transition services needs could describe why public bus transportation training is important 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 her 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 similar to their nondisabled, same-aged peers. For example, a student may participate part-time or full-time in regular 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.