Living With Autism: Life After High School (page 2)

One of the most challenging times for individuals with autism and their families is when they must transition from the security of federally-mandated services through the public school to the uncertainty of adult services. Questions about post-secondary education, vocational training and employment must be addressed. While entitlement to public education ends at 18, the IDEA requires that transition planning begin at 16, becoming a formal part of the student's IEP. Transition planning should involve the student, parents and members of the IEP team who work together to help the individual make decisions about his/her path.

Transition Planning

The school system can be the basis for your transition planning. A student receiving special education services in public schools has regular meetings with family and school staff to address the student's Individualized Education Program (IEP). Once a student is in high school, these meetings should begin to plan for the transition from high school to adult life. The federal law, Individuals with Disabilities Education Act (IDEA), requires that transition plans be included in a student's IEP by the time he or she is 16. IDEA defines transition services as a coordinated set of activities for a student that promotes movement from school to post-school activities, including:

• post-secondary education
• vocational training
• integrated employment (including supported employment)
• continuing and adult education
• adult services
• independent living, and
• community participation.

The coordinated set of activities must be based on the individual student's needs, taking into account the student's preferences and interests; and include needed activities in the areas of:

• instruction
• community experiences
• the development of employment and other post-school adult living objectives, and 
• acquisition of daily living skills and function vocational evaluation.

Some states require transition planning to begin at an age younger than 16. Check with your state department of education to confirm the age your state requires transition planning and services to begin. It is important that families and schools start planning early to ease the transition for the person with autism and increase success and independence in adult life.

In Junior High School: Start Transition Planning

• Become involved in career exploration activities.
• Visit with a school counselor to talk about interests and capabilities.
• Participate in vocational assessment activities.
• Use information about interests and capabilities to make preliminary decisions about possible careers: academic versus vocational or a combination.
• Make use of books, career fairs, and people in the community to find out more about careers of interest.

In High School: Define Career/Vocational Goals

• Work with school staff, family, and people and agencies in the community to define and refine transition plan. Make sure that the IEP includes transition plans.
• Identify and take high school courses that are required for entry into college, trade schools, or careers of interest.
• Identify and take vocational programs offered in high school, if a vocational career is of interest.
• Become involved in early work experiences, such as job try-outs, summer jobs, volunteering, or part-time work.
• Re-assess interests and capabilities, based on real world or school experiences. Is the career field still of interest? If not, re-define goals.
• Participate in on-going vocational assessment and identify gaps of knowledge or skills that need to be addressed. Address these gaps.

If you have decided to pursue post-secondary education and training prior to employment, consider these suggestions:

• Identify post-secondary institutions (colleges, vocational programs in the community, trade schools, etc.) that offer training in career of interest. Write or call for catalogues, financial aid information, and application. Visit the institution.
• Identify what accommodations would be helpful to address the individual's special needs. Find out if the educational institution makes, or can make, these accommodations.
• Identify and take any special tests (e.g., PSAT, SAT, NMSQT) necessary for entry into post-secondary institutions of interest.
• In this is the individual's last year of secondary school, contact VR and/or SSA to determine eligibility for services or benefits.

After High School: Obtain Your Goals

• If eligible for VR services, work with a VR counselor to identify and pursue additional training or to secure employment (including supported employment) in your field of interest.
• If eligible for SSA, find our how work incentives apply to the individual.
• Contact agencies that can be of help: state employment offices, social services offices, mental health departments, disability-specific organizations. What can these agencies offer?
• Also find out about special projects in your vicinity (e.g., Projects with Industry, Project READY, supported employment demonstration models, etc.). Determine eligibility to participate in these training or employment programs.
• Continue to work through the plan. Follow through on decisions to attend post-secondary institutions or obtain employment.

The transition process is a complex one with many decisions to be made. A student's options after high school can be increased by a good transition plan during school. When a student is given the opportunity to experience different settings and develop work appropriate skills, he/she will be able to choose the best path. A good transition plan allows parents, school officials, and agency personnel to work together to make these opportunities available.