Navigating the transition: Differences between high school and post-secondary education planning for special education students

Transition planning for special education students is a critical phase in their educational journey, aimed at equipping them with the skills and support needed to lead fulfilling, independent lives. While the ultimate goal remains the same—empowering students for a successful future—there are significant differences between transition planning in high school and post-secondary education. Parents of special education students play an essential role in understanding and facilitating these differences to ensure their children's success.  

Legal framework and eligibility

In high school, special education services are mandated under the Individuals with Disabilities Education Act (IDEA). This legislation requires that students with disabilities receive a Free Appropriate Public Education (FAPE) in the least restrictive environment. Consequently, high school transition planning primarily focuses on academic and skill development.

Once students move on to post-secondary education, the legal framework changes. They are now covered by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. Unlike IDEA, these laws do not guarantee specific services but require that students are not discriminated against due to their disability. Students must self-disclose their disabilities and request accommodations, creating a significant shift in the level of responsibility.

Parents should help their children understand the change in their legal rights, ensuring they advocate for themselves effectively.  

Services and support

In high school, transition planning typically involves an Individualized Education Program (IEP). The IEP outlines specific goals, services, and accommodations to support the student's educational needs. Students often receive support in the form of special education classes, speech therapy, occupational therapy, and more.

After high school, special education services become less structured. While some students may continue to receive accommodations in post-secondary education, these services are more discretionary and may include things like extended test-taking time, note-taking assistance, or accessible materials. Moreover, there is often a need for self-advocacy and independence in requesting these accommodations.

Parents should encourage their children to communicate their needs effectively and educate them on the support systems available in post-secondary education institutions.  

Goals and outcomes

High school transition planning typically focuses on academic and life skills development with the aim of helping students complete their secondary education. The primary goal is often to graduate and prepare students for higher education, employment, or independent living.

Post-secondary transition planning, on the other hand, centers on more specific outcomes, such as obtaining a college degree, securing employment, or achieving independent living. While these goals might align with high school objectives, they require a more focused and personalized approach. Parents should work closely with their children to identify and prioritize these goals, tailoring the transition plan accordingly.  

Person-centered planning

High school transition planning, driven by the IEP, is a team effort involving parents, teachers, and special education professionals. It often focuses on the immediate academic and life skills needed for graduation. While students are included in the process, their role is somewhat limited compared to post-secondary education planning.

In post-secondary education, person-centered planning becomes more crucial. Students must take an active role in identifying their strengths, weaknesses, and aspirations. They need to understand the accommodations they require and seek the necessary support services. Parents' role evolves into that of a facilitator and advocate, helping their children take charge of their future.  

Career exploration

Career exploration in high school transition planning generally includes exposure to various vocational and educational opportunities. High school programs may offer vocational training or job shadowing experiences. However, these experiences are often more limited and closely supervised.

Post-secondary transition planning necessitates a deeper and more independent exploration of career paths. Students must make informed decisions about their future, potentially including choosing a college or vocational program that aligns with their interests and abilities. Parents should encourage their children to explore their career options, possibly through internships, work-study programs, or vocational training.  

Educational environment

High school transition planning often takes place in a familiar, structured environment. Students are closely monitored by teachers and support staff. The goal is to prepare them for life after high school.

In post-secondary education, students enter a more independent and diverse environment. They may need to adapt to new routines, different teaching styles, and varying support systems. Parents should assist their children in developing the self-advocacy skills and the resilience necessary to navigate this transition successfully.

Transition planning for special education students is a dynamic process that evolves as students move from high school to post-secondary education. Understanding the differences in the legal framework, services, goals, and expectations is essential for parents to support their children effectively.

By actively involving their children in the planning process, advocating for self-advocacy skills, and promoting independence, parents can help special education students achieve their dreams and thrive in both high school and post-secondary education settings.