Transition services are an essential part of the educational process for students of all ability levels. The transition period is a critical time in which students prepare for their post-secondary lives, including employment, education, and independent living. Transition services can be especially crucial for students with disabilities, including those with mild high-incidence disabilities and those with profound low-incidence disabilities. At this point in their educational career, the focus shifts (sometimes abruptly) from functional academics, to functional life skills – any necessary skills to make our students less vulnerable, and more involved members of their community.

Categorically “mild,” or high-incidence disabilities include disabilities that affect a large number of students, such as learning disabilities, attention-deficit/hyperactivity disorder (ADHD), and emotional/behavioral disorders. Students with high-incidence disabilities face challenges in areas such as reading, writing, and math, as well as social skills and self-advocacy. Transition services for students with these types of disabilities might include career exploration, job training, and assistance with college applications and financial aid.

One of the most critical components of transition services for students with mild high-incidence disabilities is the development of self-advocacy skills. Many students with these types of less impactful (but still significant) disabilities may not have developed the skills needed to advocate for themselves effectively. Transition services can help students learn how to articulate their needs, communicate effectively with teachers and employers, and navigate the accommodations process. By developing these skills, students with mild disabilities can become more independent and successful in their post-secondary lives.

Students with multiple, severe or profound/low-incidence disabilities, on the other hand, may require a different set of transition services. These disabilities are less common and often more categorically severe in nature, such as cerebral palsy, profound autism spectrum disorder, traumatic brain injury or other rare disabilities. Students with low-incidence disabilities may require significant support in areas such as communication, mobility, and personal care. Transition services for students with profound low-incidence disabilities might include job training, independent living skills, and assistive technology.

For students with profound/low-incidence disabilities, transition services are often focused on building the skills needed for independent living, generally maximizing independence (and whatever that looks like on a very individualized basis). These skills may include cooking, cleaning, personal hygiene, transportation, community access & general participation. Students with these types of disabilities may also benefit from learning how to use assistive technology, such as communication devices, mobility aids, and environmental control systems. By building these skills, students with profound disabilities can become more independent and better able to navigate the challenges of adulthood.

The outcomes for students with mild high-incidence disabilities and students with profound low-incidence disabilities are different, but equally important. For students with mild disabilities the goal of transition services is to prepare them for college or vocational training & successful employment. For students with profound disabilities, the focus is on building the skills needed for independent living and meaningful access to their community through socialization & employment.

Regardless of the disability level, all students benefit from transition services that are person-centered, individualized, and collaborative. Person-centered planning involves creating a plan that is based on the student’s strengths, interests, and needs. Individualized planning ensures that the plan is tailored to the student’s specific goals and objectives. Collaboration involves working closely with parents, educators, and community agencies to ensure that the plan is comprehensive and meets the student’s needs. While the outcomes for students with mild and profound disabilities may be different, the goal is the same: to help students achieve their full potential and lead fulfilling lives. By providing person-centered, individualized, and collaborative transition services, we can help all students succeed in their post-secondary lives.