Transition Guide – Self Determination


  • How do you make decisions and use community resources?
  • How do you talk about your disability and what you need for support
  • What are your goals and what is your plan to reach them?

Aged 10-12

  • Describe and know your disability
  • Identify what your needs/fears are in school and the community
  • Explain who helps you in school and the community
  • Know what an IEP meeting is and participate in your meeting.

Aged 12-14

  • Evaluate how your disability impacts your daily life
  • Describe what accommodations you use
  • Explain how your accommodations help you
  • Provide information at your IEP meeting regarding how you learn best, your likes, dislikes, dreams

Aged 14-15

  • Participate in assessments and understand how the results relate to your transition plan
  • Become an active member of your IEP – Student led IEP
  • Identify and begin coordination of supports / create a circle of support
  • Appropriately express wants and needs

Aged 15-16

  • Continue to involvement in assessment process – state how these results relate to your postsecondary goals
  • Describe issues related to self-disclosure (when, what, how)
  • Continue leading IEP – include in IEP issues related to AT, HEalth Care, and Transportation
  • Define self-success

Aged 16-17

  • Realize and understand barriers and solutions
  • Independently discuss with high school staff needed accommodations and supports
  • Understand adult rights and responsibilities
  • Continue leading IEP Meeting provide direct input into the development of your IEP goals

Aged 18-21

  • Direct personal assistance services
  • Understand and use cause and effect strategies
  • Consider others’ points of view
  • Further develop self-advocacy skills as they relate to your postsecondary goals
  • Assume adult rights and responsibilities