Page 15 - FamilyGuidetoTransitionServices-English

What Is the Student’s Vision
for the Future?

he student’s vision of their
T own future drives the
transition planning process. The
Transition statement is part of the
Transition Plan within the IEP.
This statement reflects the
student’s strengths, preferences,
interests, future plans, and long-
term goals. The long-term goals
then become part of the student’s
IEP. These postsecondary goals
should include the student’s future
plans in three outcome areas: Education/Training, Employment, and
Independent Living.
*
* Independent Living is a broad area that spans civic engagement, housing,
recreation, health care, friendships, and community participation.

Because it is sometimes difficult for students to determine what they
want to do “when they grow up,” a good starting point can be a
discussion about their interests, strengths, and dreams. At this stage,
age-appropriate transition assessments can be helpful for developing
measurable postsecondary goals.

For example, there may be a need to do career exploration through
Career Interest Inventories before it is possible for a student to
identify potential jobs in which he or she may be interested. It may
also be helpful to use a process called “Person-Centered Planning” to
help develop the student’s vision.
With the help of a facilitator, this process gives the student an
opportunity to share their hopes and dreams for the future with the
important people in their life, who then work together to develop an
Action Plan to help move the student toward their vision.

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