The Autism Society Event and Education Recordings Archive

The main purpose of IDEA is “to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living….”. In order to accomplish the last part, effective transition planning must occur. 

While transition planning is one of the most important parts of a student’s education, it is often misunderstood and mishandled. IDEA states that transition planning is required to start at age 14.  The truth is planning and discussion about post 21should start as early as possible. The earlier the team (school, parent and student) start discussing transition, the earlier the students educational program can incorporate instruction. Many skills will require years to introduce, develop, master and generalize. Waiting too long can often limit what a student can achieve during the years of guaranteed entitlement.

The process of transition planning should not fall solely on the school district. Parents need to play an active role in planning as well as providing opportunities for instruction within the home and community.

When having the discussion about transition, there are five critical skill areas that must be considered and included in the Individualized Education Plan (IEP).  These areas are: 

1. Communication
2. Socialization
3. Behavior Skills
4. Independence
5. Leisure Skills

These five areas are inter-related and one not more important than another. Communication is a vital skill area that must be addressed as early as possible. Lack of communication skills are at the core of behavioral issues, limited socialization and lack of independence. Functional communication, specifically how does the student communicate, and what do they communicate are vital to success post 21. 

Socialization is not only important to interact with others but we must also consider socially acceptable behaviors. Behaviors that will allow the individual to work and reside in the community without being stigmatized. These skills are critically important for maintaining employment and independence.

Behavioral skills are also vital for similar reasons. These behaviors be analyzed and addressed in a systematic clinical manner. We must recognize that maladaptive behaviors are an indication  that skills are absent from the students repertoire and need to be taught. Together with social skills, inappropriate behavior skills are the primary reason individuals with ASD struggle to maintain employment.

Independence should always be the goal of teaching. We must always use that as guiding point both as teachers and as parents. In this case independence also refers to self advocacy and ensuring the student has their own “voice”.

Leisure skills are also critical for quality of life. When an individual can occupy their time appropriately it eliminates the opportunity for inappropriate behaviors but also increases opportunity for socialization and interaction.