Is Your Child’s School Preparing Them for Life After High School?

For students with disabilities, the transition from high school to adult life is a critical period. Will your child go to college? Get a job? Live independently? The years leading up to graduation should be spent actively preparing for these outcomes—not just academically, but through real-world experiences, skills training, and connections to adult services.

Unfortunately, many schools treat transition planning as an afterthought. They check boxes on forms without developing meaningful plans. They fail to involve students in planning their own futures. They do not connect families with adult service agencies until it is too late. When this happens, students leave school unprepared—and families are left scrambling.

This guide explains what transition services are, what schools are required to provide, and how to ensure your child gets the preparation they need. At Maya Murphy, P.C., our education lawyers help families advocate for meaningful transition services throughout Connecticut and New York. Call (203) 221-3100 for a consultation.

What Are Transition Services Under IDEA?

IDEA defines transition services as a coordinated set of activities for a student with a disability that:

• Is designed to be a results-oriented process focused on improving academic and functional achievement to facilitate movement from school to post-school activities
• Is based on the individual student’s needs, taking into account their strengths, preferences, and interests
• Includes instruction, related services, community experiences, development of employment and other post-school adult living objectives, and (when appropriate) acquisition of daily living skills and provision of a functional vocational evaluation

In plain terms, transition services are everything the school does to prepare your child for life after high school—whether that means college, vocational training, employment, or independent living.

What Areas Must Transition Services Address?

Transition planning must address postsecondary goals in these areas:

• Education/Training — College, vocational school, technical training, adult education
• Employment — Competitive employment, supported employment, sheltered employment
• Independent Living Skills (where appropriate) — Housing, transportation, money management, self-care, community participation

When Must Transition Planning Begin?

Under federal law, transition planning must begin no later than the first IEP that will be in effect when the student turns 16. This means if your child turns 16 in March, the IEP developed the previous fall must include transition services.

Connecticut’s Requirements

Connecticut follows the federal timeline of age 16, but requires transition planning to begin at age 15 for students in certain career and technical education programs. Many advocates recommend beginning transition conversations even earlier—at age 14 or when the student enters high school—especially for students with significant disabilities who may need more time to develop skills.

Why Earlier Is Better

Waiting until age 16 to begin transition planning often is not enough time to:

• Conduct comprehensive assessments
• Explore career interests through job shadowing and internships
• Develop independent living skills
• Connect with adult service agencies
• Build self-advocacy skills

You can request that transition planning begin before the required age.

What Must Be Included in a Transition Plan?

Once transition planning begins, the IEP must include specific components.

Age-Appropriate Transition Assessments

The school must conduct assessments to identify your child’s:

• Strengths and abilities
• Interests and preferences
• Career interests
• Independent living skills
• Self-determination abilities

These assessments inform the development of postsecondary goals and transition services.

Measurable Postsecondary Goals

The IEP must include measurable postsecondary goals based on transition assessments. These are goals for after the student leaves school:

• Education/Training goal — Example: “After graduation, John will enroll in a culinary arts program at a community college.”
• Employment goal — Example: “After graduation, Maria will obtain competitive employment in retail with job coaching support.”
• Independent living goal (where appropriate) — Example: “After graduation, David will live in a supported apartment and manage daily tasks with minimal assistance.”

Transition Services

The IEP must describe the transition services—the specific activities and supports—that will help the student reach their postsecondary goals. These may include:

• Instruction — Academic courses, study skills, learning strategies
• Related services — Counseling, speech therapy, occupational therapy focused on transition needs
• Community experiences — Job shadowing, internships, community-based instruction, using public transportation
• Employment development — Vocational assessments, job training, work experiences, job placement
• Daily living skills — Money management, cooking, personal care, household tasks
• Linkages to adult services — Connections to vocational rehabilitation, disability services, housing agencies

Course of Study

The IEP must include a course of study—the classes and educational experiences that will help the student achieve their postsecondary goals. This should be a multi-year plan that aligns coursework with the student’s goals.

What Is My Child’s Role in Transition Planning?

Your child must be at the center of transition planning. This is their future, and their preferences and interests should drive the plan.

Student Must Be Invited to IEP Meetings

IDEA requires that the student be invited to any IEP meeting where transition services will be discussed. This is not optional—the school must invite the student. If the student does not attend, the school must take steps to ensure the student’s preferences and interests are considered.

Building Self-Advocacy Skills

Part of preparing for adulthood is learning to advocate for oneself. Transition planning should help students:

• Understand their disability and how it affects them
• Know their strengths and needs
• Articulate what accommodations they need
• Participate meaningfully in IEP meetings
• Make informed decisions about their future

What Happens When My Child Turns 18?

When your child reaches the age of majority (18 in Connecticut), important changes occur.

Transfer of Rights

At age 18, educational rights under IDEA transfer from the parent to the student. This means:

• The student receives notices and can consent to services
• The student makes decisions about the IEP
• The student can invite parents to meetings but is not required to

The school must notify both the student and parent of this transfer at least one year before the student turns 18.

Options for Continued Parent Involvement

If your child needs help making educational decisions after turning 18, there are options:

1. Student invites parent — The student can simply invite you to participate
2. Educational representative — The student can appoint you (or someone else) as their educational representative
3. Conservatorship/Guardianship — For students who cannot make decisions, a court can appoint a conservator or guardian (this is a significant legal step that limits the student’s rights)

Can My Child Continue Receiving Services After Age 18?

Yes. Students with disabilities are entitled to FAPE until they:

• Graduate with a regular high school diploma, OR
• Reach the end of the school year in which they turn 21 (or 22 in some circumstances in Connecticut)

What Is a Transition Program?

Many districts offer transition programs for students ages 18-21 who have not yet graduated. These programs often focus on:

• Vocational training and work experiences
• Independent living skills
• Community-based instruction
• Social skills and self-advocacy

Graduation Decisions

Be careful about graduation. Once a student graduates with a regular high school diploma, they are no longer entitled to FAPE. A student who receives a certificate of completion or other credential (rather than a regular diploma) remains eligible for services. Discuss graduation options carefully with the IEP team.

How Should the School Connect My Child to Adult Services?

When your child leaves school, they will no longer be entitled to IDEA services. But they may be eligible for adult services from various agencies. Transition planning should include connecting with these agencies.

Key Agencies in Connecticut

• Bureau of Rehabilitation Services (BRS) — Vocational rehabilitation services, job training, job placement, supported employment
• Department of Developmental Services (DDS) — Services for individuals with intellectual disabilities, including residential services, day programs, and employment supports
• Department of Mental Health and Addiction Services (DMHAS) — Services for individuals with mental health conditions
• Board of Regents/Community Colleges — Disability services offices at colleges and universities

When Should Connections Happen?

Connections to adult agencies should begin well before graduation. Many agencies have waiting lists or eligibility determination processes that take time. The school should:

• Invite agency representatives to IEP meetings (with parent/student consent)
• Help families understand eligibility requirements
• Assist with applications and documentation
• Coordinate services to ensure continuity

What Are Common Problems with Transition Services?

Many families encounter these problems:

• Vague or meaningless goals — Goals that are not measurable or do not reflect the student’s actual interests
• Cookie-cutter plans — The same transition plan for every student regardless of individual needs
• No real-world experiences — Failure to provide job shadowing, internships, or community-based instruction
• Student excluded from planning — Not inviting the student or not considering their preferences
• No connection to adult services — Failing to link families with agencies before graduation
• Inadequate assessments — Not conducting thorough transition assessments
• Pushing early graduation — Encouraging students to graduate before they are ready

How Can Maya Murphy Help With Transition Services?

At Maya Murphy, P.C., our education lawyers help families ensure students receive meaningful transition services. We can:

• Review your child’s IEP and transition plan
• Identify deficiencies in transition planning
• Attend IEP meetings to advocate for appropriate services
• Help you understand your child’s rights and options
• Request appropriate assessments
• Negotiate with school districts
• Pursue due process when necessary
• Seek compensatory services for transition failures

Joseph C. Maya is recognized in The Best Lawyers in America® 2024 for Education Law. We serve families throughout Connecticut and New York.

Is Your Child Getting Real Preparation for Life After High School?

Your child’s future depends on what happens now. If the school is not providing meaningful transition services—if they are just going through the motions—your child may leave school unprepared for adulthood. Do not wait until senior year to address transition planning. The time to act is now.

Call Maya Murphy, P.C. at (203) 221-3100 to schedule a consultation with one of our Connecticut special education lawyers. We can help you ensure your child gets the preparation they need for a successful future.

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