Which factors are considered when designing transition programs for students with disabilities moving from middle to high school or high school to postsecondary?

• A. Delaying engagement with families until the last year.
• B. Transition goals (postsecondary outcomes), early planning, collaboration with families and community agencies, self-determination instruction, skill-building, timely services.
• C. Focusing solely on current grades.
• D. Avoiding coordination with community agencies.

Answer: (B)

Transition planning for students with disabilities moving between grade levels or toward postsecondary life hinges on early, collaborative, student-driven planning that targets concrete postsecondary outcomes. A solid program sets clear goals for education, employment, and independent living, starts planning early enough to build the necessary skills, and brings families and community agencies into the process as partners. It includes teaching self-determination so students can advocate for themselves, makes deliberate skill-building a priority, and ensures services are timely so supports are in place when they’re needed.

Delaying family engagement until the last year limits support and continuity; focusing only on current grades misses preparation for future success; avoiding coordination with community agencies removes essential resources. Each of these approaches undermines a comprehensive transition plan.