Building inclusive post-secondary transition programs

Individual education plans (IEPs) don’t carry over to college.¹ This fact, and the simultaneous changes that come with moving out of the family home or becoming an adult, can burden some families and young adults with disabilities.

However, post-secondary transition programs pave the way for students, building skills and setting them up for success. Each student has a unique learning, family, and cultural background, so the more personalized and individualized the plan, the more successful a student may be.

This blog post outlines the core components, strategies, tools, and skills to consider in the transition to adulthood and supporting students with disabilities.

Core components of inclusive transition programs

As a whole, a transition program may have general resources available for each student, such as peer mentorship or academic counseling.² However, a successful transition program also accounts for individual student demands, family support, and community resources.

During the planning phase, include students and allow them to express exactly what they need, from assistive tech or mental health therapy to social experiences. They’ll not only develop skills to identify and voice their goals and needs, but these discussions also allow educators to deliver solutions that will actually help.³

Engaging families in the planning may help students understand what assistance is available and offer emotional support. Focus on culturally-responsive outreach, and include information and resources that align with the student and family’s priorities and values.³

Finally, maximize community collaboration. Many schools and local organizations offer support services that help prepare students with disabilities for college or simplify the transition. Leveraging these programs, such as state vocational rehabilitation programs, increases resources available to families and students.

Legal background of transition programs

An inclusive transition program rests on the legal principle that people with disabilities should not be unreasonably separated from the community, workplace, or school environment. The Individuals with Disabilities Education Act (IDEA) states that students with an IEP must begin transition planning when they turn 16 years old.⁴

The plan must include assessments and goals for the following:

• Education
• Training
• Employment
• Independent living skills

The components are designed to identify and engage resources that help students adjust to everyday life, working, and daily routines. One exception to the transition planning is that some of the specifics may not apply to post-secondary education, like IEPs.⁵ Still, the Americans with Disabilities Act (ADA) does apply to colleges and helps create inclusive experiences for students.⁵

The program should also address the following key rights:⁶

• Non-discrimination and non-exclusion
• Access to equal opportunities
• Reasonable accommodations

Creating an individualized transition plan (ITP)

Once the program is available, carrying it out involves several components, including creating individualized transition plans (ITPs), building community partnerships, and delivering the support and resources themselves.

An ITP identifies the transition services for special education required and the exact help the student needs. The plan should include an assessment of the student, including an inventory of their interests.

Once their abilities and interests are clear, create SMART goals for employment, education, and living arrangements or tasks. These goals should align with IEP services and accommodations. For example, the student may need housing that allows assistance animals, or they may need a notetaker, extra time on exams, or assistive tools.³

Instructional and curriculum strategies

Post-secondary transition programs outline how to blend instruction and academics with transition. Strategies focus on self-determination, or the ability to decide one’s future, and building executive function skills.³

Part of the plan might be to adapt learning materials or activities to help students problem solve, self-regulate and control emotions, or organize their schedule. The transition plan might also provide academic support with functional life skills. For instance, students might take courses to learn how to budget and save money or cook healthy meals.

Work-based learning and community partnerships

Part of the post-high school transition is fostering independence and career readiness for students with disabilities. Students may need additional support moving from the structure of school to employment and may benefit from work-based learning. These resources help students understand technical elements of their chosen career and the nuances of a professional workplace.

Enrich your transition program with partnerships with local businesses and non-profits who can offer:

• Internships
• Apprenticeships
• Job-shadowing
• On-the-job coaching
• Mentorship programs 

College and career readiness support

Students who go on to post-secondary education may need extra time to familiarize themselves with a new location and expectations. A summer bridge program or early orientation allows students to navigate the campus and find amenities and classrooms without the stress and busyness of the first days of the term.⁷

Additionally, consider adding activities or involving support specialists who can help students navigate disability services and learn how to request accommodations. Students may need help with independent living. So, activities like transportation training and practicing daily routines build confidence and ability, leading to stronger resilience and mental well-being.

Students may also need help finding and maintaining positive relationships and mental or emotional health. The ITP should offer peer networks and counseling services to encourage friendships and healthy coping skills.

Technology and assistive aids

Many students have their own devices, but it may be necessary to find programs that rent or loan tools. Either way, the ITP should allow for communication aids, mobility aids, or mobile apps, such as scheduling, reminder, or navigation tools. These help students interact with peers, learning materials, and the physical environment.³

Family participation

Support from family and friends may offer comfort and encouragement to students outside of transition planning. Include families in the planning process and provide information about education, housing, employment support, or academic counseling resources.

Encourage students and their families or caregivers to attend transition fairs or workshops to connect with local organizations. For instance, families might investigate state vocational rehabilitation programs for access to funding for textbooks or for finding transportation.

Study special education at the University of Kansas

Post-secondary transition programs encompass a range of strategies, tools, and partnerships, with the common goal of helping students adapt to change and develop skills for adulthood. These programs empower students, ease worry for families, and help create skilled workers within the community.

The University of Kansas offers an online Master of Science in Education (M.S.E.) in special education with an emphasis in secondary special education and transition and a graduate certificate in secondary special education and transition. These programs can prepare you to help students with disabilities transition to college or the workplace successfully. Through program coursework, you’ll learn from expert faculty, develop essential knowledge and skills for implementing transition strategies, and engage with a cohort of peers.

Don’t wait to take the next step in your special education career. Connect with an admissions outreach advisor today or contact us to learn more about how our program can help you achieve your goals.