Which practice supports self-determination within transition services for students with disabilities?

• A. Make all decisions for the student to ensure success.
• B. Avoid involving the student in planning.
• C. Provide opportunities for choice, goal-setting, and decision-making.
• D. Limit options to minimize risk.

Answer: (C)

Self-determination in transition services means giving students real control over their own goals, choices, and plans for life after high school. When students are invited to choose options, set their own goals, and make decisions about the steps to reach those goals, they build the skills—autonomy, self-advocacy, problem-solving—that lead to successful postschool outcomes.

Providing opportunities for choice, goal-setting, and decision-making is the best fit because it directly cultivates those skills. It lets the student practice evaluating options, weighing consequences, and taking ownership of their path, which is exactly what transition planning aims to develop. This approach aligns with the purpose of transition services and with practices that promote independence and meaningful participation in IEP planning.

Choosing for the student removes that practice and undermines their growth in self-determination. Not involving the student in planning misses their preferences and strengths, reducing motivation and ownership. Limiting options likewise stifles the student’s ability to explore viable pathways and practice decision-making, which are essential for real-world independence.