WHERE TO START

First and Foremost, Families should create an “At Home” folder. This folder will be used to collect documentation (copies of IEPs, related assessments including psychological, occupational therapy, physical therapy, etc.), relevant information (agency correspondence, shared resources, community announcements, etc.) and/or ANY information as it relates to next steps for your child.

A black background with six white circles arranged in a circle around an orange triangle.

Freshman

  • To start the transition process, a student should become more familiar (or, at the very least, begin to participate) with the IEP that represents them; (when possible) students should be encouraged to lead their own meeting.

    Ways a student can lead a meeting:

    • Assist teachers with setting goals

    • Complete a Powerpoint to assist with leading the IEP meeting

    • Practice!

  • Families should encourage their children with disabilities to get a state ID card because it serves as official proof of their needs. This card helps ensure they receive the right support, accommodations, and services in school and beyond, making it easier to communicate their requirements to teachers, employers, and others who can assist them.

  • More information can be found here.

  • More information can be found here.

    • Start keeping a file of your child's IEP

    • Keep all evaluations (relevant within 3 years)

    • Keep all DD / VR applications

Black background with a yellow-orange triangle in the center, surrounded by white text that reads 'Do Not Enter'.

Sophomore

  • ABLE Accounts, which are tax-advantaged savings accounts for individuals with disabilities and their families.

    Video: Understanding ABLE

  • Work with your school-based team to figure out the most appropriate classes to take for your child's needs, skills and abilities.

  • Consider consulting with an attorney to protect assets and develop an estate plan (or an alternative) for your student’s future.

  • These events can provide further information to families about community, school and job-related resources. More information can be found here.

A black background with seven white circles arranged in a circle and an orange triangle in the center.

Junior

  • Families of students with disabilities should apply for medical assistance to ensure they have access to necessary healthcare services and support.

  • More information about guardianship and alternatives can be found here.

  • The CCS will be your middleman to your DD agency (and even your lifeline at times).

    More information can be found here.

  • These events can provide further information to families about community, school and job-related resources.

    More information can be found here.

An orange triangle symbol placed at the center of a caution or warning sign.

Senior (+)

  • Help your CCS understand the needs of your student after exiting.

    More information can be found here.

  • Supplemental Security Income (SSI) is financial help from the government for people with disabilities (and low income). It provides money to cover basic needs like food, shelter, and clothing, ensuring individuals with disabilities can meet essential expenses.

  • Refer back to your Home folder:

    • Start keeping a file of your child's IEP

    • Keep all evaluations

    • Keep all DD / VR applications

  • Any evaluations that apply to your student’s situation:

    • Psych evaluation (within 3 years)

    • Education Evaluation

    • Speech Evaluation

    • OT Evaluation

    • BIP/FBA

    • PT Evaluation

  • Connect with other parents, support groups, social media & organizations that focus on the transition of students with disabilities. Shared experiences & advice can be valuable resources.

  • This legal document ensures that your wishes regarding medical treatment are followed, providing peace of mind for you and your loved ones.