High school and Autism, a combination that can make parents really nervous! Parents of high-school age children on the spectrum must come face to face with their child’s transformation into an adult, which can be daunting. Many parents share their thinking that the future is scary because there is so much unknown about it. Others parents are overwhelmed by the amount of work to be done to be sure that their child will be prepared, happy and successful in adult life.

This section explores the social, emotional, behavioral, and academic demands of high school. It provides information and guidance to help you navigate the educational and service systems with a special focus on maximizing the effectiveness of the student’s transition program to prepare students with ASD for life after high-school, whatever that may be! There is a lot of work to be done while a student with ASD is in high school. The processes are in place, it is up to parents to become informed and lead the way so that the teen receives all he needs to be prepared for life.

While it is rare for a student to pass through elementary school and junior high without being identified as a person on the autism spectrum, it does happen. Girls in particular tend to receive their diagnosis at age 12 or later, which is many years after the average age for boys on the spectrum. Many students who actually have ASD receive many other diagnoses when young, including Attention Deficit Hyperactivity Disorder (ADHD), Obsessive Compulsive Disorder, etc. There may come a point when these diagnoses do not account for all the social, communication and behavioral differences seen in a teenager, that were actually present from a very young age, but perhaps not perceived as developmental differences.

When you understand what autism is, however, the impact of the features of autism can become obvious in the high school years. When others at students at school who are increasingly independent and sophisticated, social, communication and behavior differences are not only more noticeable, but have significant impact on the person’s functioning, causing obvious difficulties. Parents, teachers or staff may become concerned. The young adolescent may become aware of their unexplained differences or struggles, and become anxious or depressed.

When we see the features of autism in a high-school-aged child, we notice that the teen is often not able to do the things we expect him or her to do. He or she may be less able to cope with the socially and academically demands of high school and have unexpected ways to respond or cope. For example, most high school students prize their social relationships above all else, and begin dating. Students with ASD may not have friends to provide practical or emotional support they need, or know how to relate to others of the opposite sex. Meltdowns, withdrawal, or high levels of anxiety may affect students on the spectrum. Many students with ASD need considerable support to progress and learn, socially, emotionally and academically, in high school and transform into capable adults.

One of the first things you can do to help your high-school-age child who is diagnosed with autism is to be sure you understand the social, communication, behavior, sensory, physical and cognitive/learning differences that are part of autism. You need to know how each of these features affects your child and the kind of help he needs to develop in each of these areas. Adults need to work together and make a plan to help the teen learn new skills, make progress in all areas of development, and manage new demands specific to high school, and be prepared move on to the next phase of life.

The high school years can be both exciting and challenging for parents and students. Teenagers go through amazing physical, psychological and cultural growth. When you mix together the effects of hormones and puberty and the features of ASD, and it will be an interesting four years or so!

Parents often feel mixed emotions when they see their child transform into an adult. Along with the growth and changes come new concerns and worries. Parents worry whether their teenager will weather the storm of adolescence and handle the physical changes. Parents are concerned about how their teen will meet the demands of high school, how they will keep up academically. They want their young person to be included in the rich social life that is central to high school.

Looming in the back of parents’ minds is the nagging thought, “What’s next?” We wonder and worry what will become of this grown-up child. We want to be sure he or she will have a good life.

In writing this website, geared in particular to parents, we had to decide if we could include everything you want to know about high school and adolescence in this section of the website, or if we should take a particular focus: preparing your child for the future. You may have guessed, we will provide resources about adolescence, but the primary focus is the parent’s central role in working with the school district and other partners to create and carry out a meaningful educational plan that can have a positive effect on your child’s future.

We have chosen this priority from personal experience and from listening to hundreds of parents. Many parents regret not having understood and been more active in the transition process, realizing too late what it was all about. Others were frustrated because the process was difficult and confusing. We hope to provide key information so that the process becomes clear, and enough resources to get you through successfully!

The developmental, social, emotional, health, safety, behavioral, vocational, independence and academic aspects of high school are all part of the process of preparing your child for the future. All of these areas can also be included as elements of the transition plan, the main focus of this section of the website.

Informative resources for almost every other aspect of the teen years, from sexuality to getting ready to work, can be found in our specially-prepared bibliography. The 34 different specialty books for and about young people on the spectrum can give you in-depth information on topics of particular interest. Refer to the section Resources to Know About NOW to see our Bibliography on teen issues and ASD and many other materials.

This section of the website helps you navigate the “transition” years, from about the time your child turns 14. High school can be an entirely new experience for both the parent and the teen with ASD! Parents are likely to need help with new challenges that arise as children become teens and adults.

Rather than leaving the future to fate, parents can use the high school years to prepare their young adult for life! The transition process needs to happen during the high school years. Preparing for the future takes planning and time.

Being an active advocate for your young adult in the transition years can have a significant impact on his or her future. Parents need to understand what transition means, how the system works, and what rights you and your student have in the process. There are many decisions to be made, so it helps to have an idea about the important questions that will be asked.

We know that navigating the high school and transition systems is not so easy! Parents need information to answer many pressing questions. This section of the website will help with this. This section of the website is written by parents and professionals with a lot of experience in this area. It offers information, resources and strategies to help guide you in this phase of your journey.

We have broken the section down into key topics, which we present as clearly and accurately as possible. Take advantage of the additional resources and links we provide for in-depth discussions on particular subjects. Information is power, and we hope you will feel empowered by the information.

At the same time, we know that this information can be overwhelming, so take your time reading. Come back to different sections as the need arises. You may also find additional support and information at our blog, autismintransition.blogspot.com

An important note: the pronouns “he” and “his” are frequently used to simplify writing, please do not be offended! If you are a girl or woman on the spectrum, parents of a girl or woman, or professionals working with girls or women with ASD, please know that this material is intended to be a resource to you! From time to time the pronouns “she” and “her” are used to remind us of this.

Also, when we say “parent” in this section, as in all sections of this website, we include all primary caregivers, such as grandparents, guardians, foster parents, etc. who have a parenting role. We hope that individuals with ASD, their family members, and other important people in their lives will also find this material useful.

As always, while we are addressing ourselves primarily to parents, we hope that other family members, professionals, service providers and others may also find this section helpful. The information provided here can help us all work together to help young people with ASD realize their potential and have a good future.

When it comes to looking ahead to the future, many parents of children and teens with Autism Spectrum Disorders feel uncertain. Parents are often afraid that the future may not be good for their child with ASD. This worry is very understandable, and something many people experience.

Parents are even more likely to fear the future if their hopes have already been crushed, when told by doctors, therapists or other professionals that they should not expect much for their child! Some professionals may want to give parents “the cold, hard facts,” and may even present worst-case scenarios so that families will not be disappointed if the child with ASD cannot reach certain goals. Many parents share stories of the trauma they experienced when a professional said or implied that they should not waste their time trying to “make things happen” for their son or daughter, who was only a preschooler at the time!

Professionals might be overly cautious or pessimistic out of concern for parents, but this kind of thinking is not good for us! Predictions of a limited future can take away a parent’s dreams! Parents react by thinking that this child is so different that there is no need to plan for the future like we do for our children who do not have disabilities.

Parents need to know that professionals CANNOT predict the future or the outcome for your child with ASD. While some realistic expectations are called for, more positive things can come from positive beliefs and actions than from negative ones!

Just as we want for any other children we might have or even for ourselves, what we want most is for our children with ASD to become happy and safe adults. We want our children with ASD to have a life rich with meaning, purpose, productivity, and people! Even if it is hard to imagine how it will all work, we want them to be part of our community and have great experiences like others their age. We certainly want to help them achieve their own goals and dreams.

The first step in the plan to create a good future for your child is to create a vision of what a happy, safe, good life will look like for him or her. What do you picture your child doing 5, 10, or 20 years from now? Once you envision for the best possible future, you can plan and work towards it. Having a dream helps families focus and persevere.

A clear plan for reaching the dream puts everyone in the same boat, rowing in the same direction. A positive vision for the future can fuel everyone with energy and determination. This is a much better option than having no plan and letting whatever happens happen. With no vision or plan, energies are scattered and the best possible outcome becomes less likely.

It’s a good idea to DREAM BIG. If you have a big dream, it means you will put a lot of work towards the goal. You will do all you can to positively affect every aspect of the hoped-for outcome. This is very motivating! The individual with ASD may accomplish the dream, or end up with something nearly as great.

As for any other young person, you will need to spend time and energy preparing your child with ASD for the future, working towards as much self-sufficiency and independence as possible, physical and emotional health, building skills and capabilities, having fun, and having people who care about them in their lives. Think of your child with ASD growing up, moving on, and reaching their dreams. As hard as it may be to let go, seeing them “making it on their own” is the ultimate goal.

Many years ago, a couple with a 15-year-old son with ASD bought a condominium. They went there with their son and said, “Do you like this condo, Tom? One day, when you are ready, you can live here. There are two bedrooms. We are not sure who will be in the second bedroom. It could be a staff support person, a mentor, or a friend, whatever works for you when the time comes. This is a place where you can be safe and happy. We are going to spend time getting you ready for your life in the future, however long that takes. In the meantime, we will rent the condo out. When you are ready, we will tell the renters that it is time to move, because Tom is ready for life on his own.” The future is now, and Tom lives in his condo. He has the support services and support personnel he needs to live there happily and safely with his girlfriend. The dream came true. Having a big dream and a vision, and even a real place to dream about, created hope and motivation for Tom and the entire family, who spent years preparing working with educators and other professionals to help him have a life of his own.

Even if you can’t buy a physical home for your young person many years in advance, you can look and talk about different options for the future. You may say, “I picture you living in a nice safe apartment like that one,” or “I can see you loving life on a farm, what do you think?” Parents and the student can try to picture a good life happening in different places the young person seems to like, to create a vision of the future. Talk about it, whether or not the young adult seems to understand or can answer. It helps young people to know that their parents or caregivers are confident that someday he or she will have a life of their own.

It is our job as parents to see that our child has a high quality of life that includes the most independent possible living arrangements, with dignified supports as needed, meaningful work and income, satisfying relationships and a sense of belonging, a way to make a contribution to the community, activities for fun and leisure, a healthy mind and body, and transportation, a way to get where they are going!

To take the first step in transition planning and create the vision for your teen or young adult, ask these key questions: Where will she live? What will she do for work? Who will her friends be? What will she do for fun? How will she contribute to society? The vision of the future is a guide to create an effective transition plan to reach the goals, connect with resources, and make the vision a reality!

We have created two special resources to help you think about your child’s future. Click here for inspiration to AIM HIGH and CREATE THE VISION of the future for your child!

How do we get there from here?

We can compare planning for “life’s journey” like planning for a vacation. Where do we want to go? What do we need to get there? What do we already have? What else do we need? How and where will we get it? The transition plan for a young adult with an Autism Spectrum Disorder (or any other disability) considers what skills and abilities the person has, what he or she needs to learn to be “ready for life,” and where to go to get needed services and supports to create a safe and happy future.

Create an individual definition of success!
Help people realize their potential.
It is never too early or too late to create the VISION.

As you think about the kind of life you want for your child with ASD, be sure to keep in mind the kind of life your child with ASD wants for himself. Adults with disabilities, like any adults, want to control their fate and participate in decisions about themselves to the greatest extent possible; this is known as self-Determination. In creating the vision, and in all steps of the transition process, person-centered planning means taking the person’s goals, preferences, strengths, and interests and motivation into account when decisions are made.

Parents and teams need to be sure that adults with ASD have a way to speak up for themselves and make their preferences and wishes known, to the greatest extent possible. Ask. Observe. Offer options and choices. Summarize by writing things down, drawing, making lists, and generating goals.
Whether or not the person with ASD seems to understand or respond, continue to talk about the plan with him as it evolves, as you would with anyone else. Let your young adult know that you have high hopes for a good life for him or her, and will be doing everything possible to help make it happen.

Other resources to explore that can help with person-centered planning are MAPS: Making Action Plans and PATHS: Planning Alternative Tomorrows with Hope.

A big point here: When a parent says she wants her young adult to “have a life of his own,” it does not mean that the young adult will do everything ALONE. Independent does not mean ALONE. None of us gets through life ALONE (hopefully!). Rather, we are interdependent. We rely on one another for information, support, help, and emotional connection. We have different networks of friends and relationships for different purposes. Do you call the same friend when your computer has a virus as when you need a recipe for chicken?

Yes, our adult children will need different levels of support and guidance in their adult lives, as they do now. A big part of planning for adulthood is creating a support team so that the person with ASD has the support that he or she needs. So picture a good life with people around them who provide the support and guidance they need for a safe and happy life. This way, parents are not alone in navigating the services system, finding resources, or solving problems for their adult children.

While it may be hard to picture your child leaving home to be happy, safe, and successful somewhere else, a good transition plan makes it possible for the young person to take on adult responsibilities as he or she is able. Part of transition is lifting some responsibility from the shoulders of parents. This is the time to create a circle of support, passing on some of the responsibility for care, supervision and support to others.

As you probably know, federal education law requires all states to provide an appropriate education, at no cost parents, to eligible children with disabilities. This means that a child with autism may be entitled to receive the special education supports and services that he needs to learn and develop. This plan or program is called an IEP, or Individualized Education Plan. You may have been involved in the IEP process for many years already, and be familiar with how it works.

In addition, the law requires the development of a special plan called the Individual Transition Plan (ITP) that must clearly outline the steps to be taken to plan and prepare for the student’s future. The ITP must be fully developed and in place by the student’s 16th birthday, but can begin as early as necessary, for example around the age of 13 or 14.

The transition plan is intended to prepare the student with ASD academically, socially, and functionally for independent life, for work, or for higher education. In fact, the ITP means that the school district is responsible for preparing students for their futures, including further education, employment, and independent living. This is spelled out very clearly in special education law (IDEA) that has special content and requirements for students of transition age, from age about age 14 potentially through age 22 (more on this later).

The Individual Transition Plan is “a coordinated set of activities based on individual needs and designed to focus on improving academic and functional achievement to facilitate success in post-school activities.” The Individualized Transition Plan (ITP) is part of the Individualized Education Plan (IEP) for students receiving special education. The ITP is a plan to prepare the student to move from high school, to the world of work, college or other education/training, and adult living.

Please note: Special education for transition-age students can take many forms and can happen in many different places. Don’t just picture a special education classroom or resource support! There are many, many options and possibilities, which we will describe more fully later.

Transition planning, or creating the Individualized Transition Plan (ITP) is a step-by-step process to prepare a student for work, higher education and adult living. The planning team creates a plan to help the student reach his life goals, based on a vision or idea about what he would like to do after graduation or completing school. The transition plan outlines the necessary training, experiences and educational services the student will receive during the remaining years of their school program. This prepares him or her to be as productive and independent as possible.

Participants in transition planning are typically those who participate in IEP meetings, as well as additional school district staff and representatives of outside agencies (like your teen’s Regional Center case manager).

Parents and the family have an important role in the transition planning process. Parents are anxious for the person to have the best life he can, and take the steps to make it happen. They know the teen or young adult and have a good idea of what works and what doesn’t work for him. They are aware of the type of support they give in the home or in the community. They may have an idea of the kind of help may be needed when the individual is on his own. ). Be sure to bring a summary or drawing of the vision you and your teen have created to ITP meetings so it will be central to the plan (See Aim High and Dream Big).

As students get older, their right to self-determination becomes more important. This means that they young person should have input, control and choice in decision making, to the greatest extent possible. For this reason, the ITP is “student-centered.” Even from the age of 14, the student can be invited to attend the education planning meetings, and can participate
in the meeting to the extent that works for the student and parents. The student is invited to provide input about his choices, preferences and desires.

While this is how transition planning should work, many parents and professionals report that transition planning is not meaningful. They find that it is just a superficial discussion or administrative process with no actions or activities behind it. Another pitfall in the process is that sometimes transition planning is not talked about in-depth until students are almost ready to leave their educational programs. In these cases, the student with ASD may leave school without community-based supports or access to higher education, not to mention that the team is out of compliance with the law. When faced with these situations, parents and professionals will have to work together to make the transition plan meaningful and effective.

A very important thing to know: Once the student is 18 years old, parents no longer have educational rights in the IEP process. Parents are still part of the IEP team, but they no longer have the legal right to make decision. Educational rights for decision making transfer to the student at age 18, who legally becomes an adult. Students agree to and sign their own IEPs, even if the student is severely impacted by their autism.

The transfer of rights occurs automatically at the age of 18, because the 18th birthday changes a student’s legal status from a child to an adult. This is called the Transfer of Rights for students at age 18, the Age of Majority. It is the student who represents himself at the IEP or ITP meeting. The student signs whether or not he or she agrees with the IEP or ITP goals and services, not the parents. Parents have NO parental rights in the IEP unless other arrangements are made.

As we know, autism is a developmental disability, and just because the calendar says that someone is an adult, does not mean that the person is ready to make educational decisions alone. You can ask your student to share their educational rights with you, by providing a written document to the district at the eighteenth birthday. It can be wise to start this process years before the 18th birthday! Preparation for this step may involve some frank discussions, development of self-awareness, and coaching!

Parents can draw up a document that the student can sign to share their educational rights with their parents. If this is a good option for you and your student, be sure to provide the signed and dated document to the school or district on the student’s 18th birthday. That way parents have the right to stay actively involved in decision making.

If parent/student teams do not have a letter stating that educational rights will be shared, the student alone will be in charge of his educational plan. One example of a potential difficulty is a when student who is in charge of his educational rights decides to drop out of school, the parents have no right to disagree or prevent it.

NOTE: Besides educational rights, other parental rights end at age 18, as the young person legally becomes an adult. This is one more reason to plan ahead for things like medical decisions, etc. If that age has already passed, don’t panic, we will explain different options and ideas to take into consideration in different topics on this website, particularly in the section on Adults.

Why does transition planning matter so much? Because even though they have the potential advantage of special education services, many students with ASD are leaving school unprepared for life. A recent study of outcomes concluded that “People with ASD leave school programs ill-equipped with the social and communication skills needed for life success” Muller, Schuler, Burton & Yates, 2003, p. 271.

Lack of training and preparation sets people with ASD up for failure once they leave school, whether they want to work, get further training, or go to college. These kinds of negative outcomes should be unacceptable.

Negative outcomes may also be preventable! The answer lies in changing what happens during high school, and in creating a GOOD and MEANINGFUL transition plan! The U.S. Department of Education and others are aware of the lack of preparation and the consequences for students in Special Education. For this reason, many revisions to Special Education law (IDEA 2004) focus on what good transition plans should include, and new requirements that must be carried out.

So if you want to positively influence the future, find out what you can do NOW. Learn about transition planning. Work with the team to create an outcome-oriented plan to help your child be successful in the future.

There is No Entitlement to Adult Services.

There is another excellent motivation to do the best job planning and preparing for the future while your child is still in school: the school district or public education agency has no responsibility for a special education student once he completes his education. Eligibility for special education ends when a student receives a regular high school diploma, whether the person is 17, 18, 19, or older. Eligibility for special education also ends when an adult who does not receive a regular diploma reaches at the 22nd birthday in California.

When the local education agency is no longer responsible, there is no guarantee that an adult with disabilities will be eligible for any other services. Adult services are based on availability and specific eligibility criteria. There are few, if any, guarantees or mandates.

Because individuals with autism spectrum disorder are different from one another, their needs as adults may be very different. The amount of support and services required will depend on the nature and intensity of the person’s needs. Most individuals with ASD will need some type of support to live and work successfully in the community, for job training, or to go to college.

Most families are shocked to find out that there is no federal law to mandate that services be provided to every adult with disabilities who requests or needs them. Parents may also believe that there are lots of great services available, and that service providers are trained and experienced in working with adults with ASD. Unfortunately, for the most part, this is not true. Even when a person is found eligible for services, service providers and agencies can decide whether or not they are prepared to support a particular individual. The answer can be no.

These facts highlight the need for good transition planning, and the need for families and individuals to gather information and understand the adult services system well before school services end. This reality may explain why federal law requires transition planning focus on creating an educational program to address and support the student’s goals for life after secondary school.

The law focuses on having a transition plan ready for students at the age of 16 or sooner. Starting at age 16 could work out well for someone who is staying in school until their 22nd birthday. But for students with ASD who will get a diploma and leave special education at age 17 or 18, starting the plan at 16 is really not enough time. That is why parents and staff need to get together sooner.

This website shares key information from a parent perspective, much of which you might not find elsewhere. At the same time, there is more to know than we can share here. One great new resource is ASLA’s new blog on transition. The blog is a place where you can find additional support and information, having conversation and sharing information with other local families.

We have also compiled a bibliography of books on many topics related to the high school years, growing up, and planning for the future. Check out the bibliography that includes descriptions of 34 different books. Click here to see our Transition Bibliography.

In addition, many books and guides have been written on the topic of transition. You may want to read to some additional resources, particularly for in-depth information on laws, policies and adult service agencies. Here are some comprehensive how-to manuals and resources for transition. The resources listed here all free, either on line and others or as hard copies.

Transition to Adult Living: A Guide for Secondary Education

This comprehensive handbook prepared by the California Department of Education and CALSTAT for students, parents, and teachers. The book offers practical guidance and resources to support transition efforts as students with disabilities move from high school into adulthood. Revised in 2008, the handbook includes changes related to the Individuals with Disabilities Education Improvement Act (IDEA 2004) and its regulations. This information can help ensure that all new and existing requirements of transition planning are followed. 178 pages.
Hard copies are available from the California Dept of Education, 515 L. Street Suite 270, Sacramento, CA 95814 Phone: 916-445-4643

You can also take free training to understand the Transition to Adult Living: A Guide for Secondary Education! Click here to download the Powerpoint presentation created by the book’s main author.

The National Secondary Transition Technical Assistance Center (NSTTAC) website is a resource for parents and professionals across the country. Technical Assistance means information and training, and the site explains, “To ensure full implementation of IDEA and to help youth with disabilities and their families achieve desired post-school outcomes, NSTTAC helps states build capacity to support and improve transition planning, services, and outcomes for youth with disabilities.” The site is funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP).

Click here to see the Transition Institute Toolkit from NSTTAC that helps parents and professionals collaborate in transition planning.

Click here to visit OCALI, a well-respected source for information and free online training for parents and professionals offers a set of resource guides on Assessment, IEP Transition Components, School-age instruction, and employment. ALSO, Don’t miss OCALI’s free online training modules on every possible topic related to autism at autisminternetmodules.org.

If you live in Santa Clarita, CA, the Family Focus Resource Center and the Local SELPA have created a guide to transition, including local providers. Some of the information may be helpful to those who reside in the Los Angeles area or elsewhere in California.

Seven key steps are part a good transition plan, and details about each step are spelled out in state and federal special education law. It is a great idea to use these steps as a guideline to ensure that the transition process is carried out as it should be, and achieve the desired outcomes: a person who is prepared for whatever comes next after high school!

1. Assessment
2. Statement of individual preferences
3. Develop measurable post-secondary and annual goals
4. Instruction in academic, vocational and independent living skills
5. Community experiences and skills
6. Exploration of service/provider organizations
7. Methods to evaluate the success of the plan

Is this what your child’s ITP looks like? Want to know more about these seven steps? Read Seven Steps of Transition Planning.

You can also check out the Powerpoint Presentation created by ASLA past president Emily Iland on this topic for the course she teaches for California’s Autism Certificate for Special Educators, at California State University, Northridge or watch the video of the class on YouTube.

Want more specifics on Assessment, even names of specific tests that might be appropriate for your student? Read all about assessment guidelines from the National Secondary Transition Technical Assistance Center (NSTTAC) in this free 35 Page Guide.

As part of the transition process during high school, parents will be asked if your child will be working for a high school diploma, or if he will be earning a certificate of completion.

A high school diploma is a certificate issued by a high school or school district showing that a recipient has successfully completed a standards-based course of study and met other requirements for graduation (exit exam, etc.). A high school diploma is often required for admission to college, certain jobs, serving in the military, etc.

A certificate of completion is an alternative to a high school diploma. It is issued to students who do not meet all the academic requirements for graduation by the end of the 12th grade. A certificate of completion may not be sufficient for entrance into college or for certain jobs. It certifies that that the student

• has satisfactorily completed a prescribed alternative course of study OR
• has met the goals of his/her Individualized Education Program (IEP) OR
• has participated in high school instruction and met the objectives of the statement of transition services.

The choice between high school diploma or certificate of completion has a huge impact: the decision is used to separate students with disabilities onto a “diploma track” or onto a “functional/adaptive track.” Those on the diploma track are exited from special education around age 17 or 18, and all special education services end. This is why a high school diploma is called an EXIT DOCUMENT.

Those on the “functional/adaptive track” can stay in special education until their 22nd birthday. As the title says, the focus of their program is on community-based, practical skills needed for functioning in everyday life. Many students on the functional/adaptive track have been on this track for most of their educational years; other students shift from an academic track to a functional one in high school.

While almost every school district uses this track system, an either-or solution is not necessarily appropriate for your student with ASD. It is quite possible that your child does not fit nicely into a track, but needs programming and courses of study in both “diploma” and “non-diploma” areas. Schools are not used to creating plans or programs for the “between teens.” Those most at risk are those who will receive a diploma and be exited from special education, whether or not their transition needs have been identified or met.

Clearly parents need to take the lead to “make sure their child is receiving the instruction, services and supports needed for post-school success.” If you don’t, who will? Looking for guidance on this issue in the book Transition to Adult Living: An Information and Resource Guide from the California Department of Education and CalSTAT, a paragraph in the conclusion at the very end of the book (p. 94) reads as follows:

“Some students, however, do not fit nicely into the two student groups mentioned above- a standards-based graduation pathway or a functional skills certificate pathway. Therefore, families, in collaboration with the IEP team, will need to make decisions at some point between middle school and high school about the most appropriate programming and courses of study for their child in high school. Throughout secondary school, families must be their child’s advocate, their teacher’s partner, and a primary collaborator on the team of school and adult service providers to make sure their child is receiving the instruction, services and supports needed for post-school success.”

It is clear that the “usual way” is not the only way, and that the decisions and plans need to be individualized to the needs of your child. Let’s take a closer look at what “diploma track” or “functional/adaptive track” means to you and your child. This will help you make an informed decision and advocate to have your child’s needs met, even if it means “crossing the tracks.”

Diploma Track

The awarding of the diploma means that the student has successfully accomplished a great deal of academic work, meets state standards, and has passed “exit exams” or other graduation requirements. The diploma makes the student eligible for other opportunities. The accomplishments and capabilities of those who can earn a diploma and graduate are worth celebrating.

At the same time, it is crucial to know that being on the “diploma track” can limit access to needed services and supports that are guaranteed to students with disabilities through the Individual Transition Plan (ITP). Because of the heavy academic load and requirements for graduation, “diploma-track” students with Autism Spectrum Disorders usually do not receive the same level of assessment, training or services provided to those on the spectrum who will not be getting a diploma. Some specific concerns include:

• Their assessment & transition plans tend to have only an academic focus BUT education includes academic, developmental and social-emotional needs
• Students may miss out on available transition activities & preparation for post-secondary work or education because of demanding academic schedules
• Students are often not assessed in Works Skills or Independent Living Skills even though they need to develop skills in these areas.
• Diploma-track students are seldom assessed in all areas of potential need in transition planning, and therefore their transition plans are unlikely to provide services and supports that address all their areas of need! They may not have the self-awareness and self-advocacy skills needed to access services or legal protections that they need. The result in many cases is inadequate preparation for life after high school and less-than-desirable outcomes, in spite of good potential.
• There is often not enough time in a four-year high school program to provide both academic training required for graduation AND the social, communication, academic, leisure and personal living skills needed for successful post-secondary experiences that are offered to other students on the spectrum, in spite of the fact that most of needed the programs and services already exist.

What to do? Read more here: Diploma Track and Freeze The Student’s Timeline.

Functional/Adaptive Track

A Certificate of Completion or Attendance is issued when a student has not met all the academic requirements for graduation by the time he or she reaches the end of the 12th grade. Students who receive a certificate of completion CAN participate in their school’s graduation ceremonies and related events for graduates.

There are some ways that students on a non-diploma track can be at risk when it comes to transition. These concerns can be taken into account and addressed based on the needs of your young adult.

• The tendency is to NOT assess in academic areas
• With no academic assessment or goals, there is limited academic growth during transition, even though education continues to age 22
• Students with ASD on the non-diploma track often end up with repetitive or low-skill jobs
  While studies are limited, employers tend to have low expectations for those without a diploma
• A certificate of completion is not a high school diploma and students with certificates of completion may not qualify for admission to post-secondary educational institutions (colleges, universities).

It is important to continue to have high expectations and put a lot of effort into transition planning for individuals across the spectrum, and take full advantage of the additional time between high school and exiting special education at age 22.

One of the places that transition assessment and planning goes awry for many students with ASD, particularly for students with ASD who are on a “diploma track,” is assessment and services in the areas of life skills. Traditionally, life skills assessment has only been offered to students with moderate to severe disabilities, who earn a functional skills certificate and stay in special education until age 22. Students on the “diploma track” including students with Asperger’s, PDD, and high-functioning autism are not offered assessment, goals, or services in this area, even when they need these things.

In reality, students with ASD who are on the diploma track need life skills as much as anyone else on the spectrum. Many adults on the spectrum and their families realize that the lack of preparation and training in this area can be a person’s undoing. Leaving school with preparation in the area of life skills can be tremendous hindrance to success, in spite of the other skills and abilities the person may have!

The law says that students in transition must be assessed for “Life skills, as appropriate.” The question is, who is deciding whether it is appropriate? Many times, it is not an individualized decision, when it should be. Instead, many schools or districts have a blanket policy: students who are getting a diploma will not be assessed in life skills. Students who are on a certificate track (who will stay in special education until the 22nd birthday) will be assessed and receive instruction in life skills. A blanket policy is NOT OK! Each educational decision must be based on individual needs! Students on the diploma track can and should be assessed and receive services in this area if they have needs in this area.

There are many resources on the topic of life skills. One that may be of interest comes from the Council for Exceptional Children (CEC). They are launching a new and entirely online Life Centered Education (LCE) transition curriculum and assessment portal.

Developed by a CEC-led task force of leading transition professionals, the research-based LCE curriculum is designed for students who have learning disabilities, mild intellectual disabilities, autism spectrum disorders, and other students whose ability to live independently is uncertain. The online format helps with assessment, progress monitoring and record keeping.

LCE is a systematic system of assessment and instruction. First, the student is assessed in three man domains, daily living skills, self determination/interpersonal skills, and employment skills. Individual strengths and needs are noted. This process guides the selection of goals and objectives. Then, specific prepared lesson plans can be selected for skill development for school, home, and the community.

Daily Living Skills includes personal finances (including using credit cards, check cards, etc.), household management, personal needs, family responsibilities, food preparation, citizenship responsibility and leisure activities.

Self Determination and Interpersonal Skills includes developing self-awareness, self-confidence, socially responsible behavior, good interpersonal skills, independence, decision-making and good communication skills.

Employment Skills includes appropriate work habits, how to seek and maintain employment, physical/manual skills, and specific job competencies.

These three domains are broken down into 20 competencies and 94 sub-competencies with objectives. At least three lesson plans are available for each objective following an Awareness, Explanation, Preparation (AEP) learning sequence to ensure content mastery. Many lesson plans include additional engaging and meaningful learning materials such as fact sheets, worksheets and other activities.

Click here to see the LCE Curriculum Matrix Skills and sub-skills.

CEC is offering the opportunity to purchase a license for single use or for multiple students. LCE is a tool that may help better prepare students for independent and rewarding lives after they finish school.

Part of the lifetime planning process should be a discussion of teaching the individual skills they need to reach their goals. For example, for a person to live as independently as possible, she will need to be able to care for her own physical needs, know who to let into her home, have awareness of fire and flood dangers, understand how to use 911, be able to do some simple cooking and household chores, respect the privacy and property of others, handle valuables carefully, etc.

Individuals with ASD have different levels of ability and understanding. Not everyone will have the same ability to learn skills, or have the same goals. To the extent possible, it is important to identify and teach certain skills that are essential for social interaction, personal safety, and independence.

Based on the experiences of hundreds of adults in independent living situations, some skills can be viewed as priorities to teach and learn as soon as possible. Please read the PDF Ten Essential Skills for Safety, Well-Being and Independence to give you insight into some key skills that can make a big difference in your child’s life, now and in the future. Identify which of these skills should be a priority for your child. Give examples of why the skill is so important, the kinds of problems that arise because the skill is missing, and how this will impact your child’s success once he leaves school. Based on the skills you identify as priorities, ask that goals and services be added to your child’s transition plan. The priority goals can be included in the transition plan at school, and can also be part of your child’s individual personalized plan (IPP) through the Regional Center (if he or she is a client).

10 Essential Skills for Safety, Well-being and Independence.

The reauthorization of the Individuals with Disabilities Education Act of 2004 requires that a Summary of Performance (SOP) be completed by the school district (or local education agency) in the year before a student with a disability graduates from high school, or during their final year in special education if eligibility ends when the student is age 21/22.

The SOP is a summary of the student’s academic achievement and functional performance. The SOP is based on the student’s needs and goals for life after high school. It includes specific recommendations to meet the student’s needs and help them reach their goals after high school. Much of the information used to complete the SOP comes from the IEP and related evaluations; new information may be gathered by formal or informal means, if needed. Students are encouraged to actively participate in creating the summary.

The SOP may be part of the paperwork that is required to help establish a student’s eligibility for reasonable accommodations and supports in postsecondary settings, for example from state agencies, the Department of Vocational Rehabilitation, or the Department of Disabled Student Services at a college. This documentation is necessary under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act as the student leaves the IEP process and protections. The SOP document may assist in the transition to adult services but
does not guarantee eligibility for adult services. Postsecondary agencies and organizations make eligibility decisions on a case-by-case basis.

IDEA 2004 does not spell out specifically what the SOP must contain, and requirements vary state by state. Here is a brief idea of what to expect in the 5 parts of the SOP document:

Part 1: Background Information about the student and his/her disability, along with copies of the most recent formal and informal assessment reports that document the student’s diagnosis, disability or functional limitations.

Part 2: Student’s Postsecondary Goals – This section includes general goals (work, college, independent living, etc.) and the environment(s) the student will transition to after high school.

Part 3: Summary of Performance – This section includes three key areas: Academic, Cognitive and Functional levels of performance. For each of these areas, the student’s present level of performance is described. In addition, for each of these areas, the accommodations, modifications and assistive technology that were essential in high school to assist the student in achieving progress are listed, with the reason why they were needed.

Part 4: Recommendations to assist the student in meeting postsecondary goals – This section describes areas of need, accommodations, supportive services, etc. that the students will require in post-high school environments, such as community college, university, job training, employment, and community life/participation.

Part 5: Student Input (Recommended) – In this section the student comments on the nature of his disability and the kinds of supports that have or have not been helpful in the past, either independently or through an interview process. The section is intended to help the student understand the impact of his/her disability on academic and functional performance in the postsecondary setting, (c) postsecondary personnel to more clearly understand the student’s strengths and the impact of the disability on this student.

IDEA 2004 does not spell out specifically what the SOP must contain, and requirements vary state by state. Click Here to read an explanation of how to create an SOP and view the content of a model document.

A Summary of Performance template for the state of California can be found here – SOP

Here’s a novel idea: The SOP can be used as a blueprint to the future, a tool to begin preparing for life after high school, starting much earlier than is required. During the high school years, be sure that your child’s needs in all the areas in the SOP are being assessed and addressed. Work with the school team to collect formal and informal data about your child’s present level of performance in these domains, and track how it changes over time.

One of the keys to getting accommodations after high school is documenting that they were used successfully in high school. Yet in many cases, many useful accommodations are not used or documented during the high school years. Using the SOP document informally can help you be sure that all transitional needs are being taken into account. This will make the transition to life after high school much smoother!

Transition planning is more than talking about what adult services are or are not available in the community. Transition also involves inviting new people from different agencies and organizations to the planning meetings. As the plan develops and needs are discussed, it may become clear which person or organization should be contacted to support the ITP. School districts have connections or “linkages” with individuals from government agencies, community organizations, and adult services who can be part of the planning process and may provide transition or adult services.

Another reason it can be a good idea to invite the providers of adult services to the ITP meetings is so they can get to know students who will soon be leaving the school system. When adult service providers understand what kind of support is needed, they may be better able to meet the needs of the individuals they will support.

Federal and State government agencies have agencies and departments that can be of great help to adults with disabilities throughout their lifetimes. Teams will want to become familiar with community resources, and establish links and liaisons with them. Representatives from agencies that provide adult services should be asked to participate in planning as early as age 14.

Here are some of the resources for adults with disabilities in California; individuals and families will need to explore these and other options. Contact information and more resources for learning about moving from school to the community is available through your local high school district, SELPA, or other local agencies:

Department of Rehabilitation: education and jobs; “Workability” is one of the training and employment programs in some states
Department of Mental Health: support
Department of Developmental Services: support
Department of Public Social Services: community living
Social Security: income for disabled individuals with low income
State or Federal medical programs (Medicaid, etc.): health and medical coverage
Regional Occupational Program (ROP): job training, internships
Employment Development Department: help finding and preparing for jobs
Committee for Employment of Disabled Persons: (varies by state or city)
Career Visions, Career Pathways, Career Centers, etc: vocational assistance for job interest/training/placement/coaching
School-to-Work Alliance: job training
Disabled Student Services at college: educational support and career guidance
Centers for Independent Living (CILS) and other non-profit community agencies: support for community living, quality of life issues and inclusion
Community Colleges, Adult Education: education and training
Local Adult Service Agencies: provide services and supports in different environments

The Regional Center system usually plays an essential role in the lives of adults with autism, once they leave the school district. It is very important to be sure your student is an active client of the Regional Center. You may want to spend time working on this during high school to help prepare for life after high school.

If your child was turned down as too “high functioning” when younger, revisit the areas of need, the student’s history, and their ability to meet the demands of independent living, higher education, and the future to demonstrate why he or she should become a client at this time. You may need help to navigate this system. Parent information and training centers can help. You may even need an advocate, attorney, doctor or psychologist to assist, but it is often worth the effort. We will be adding more information on this topic in the future.

There is no special education in higher education. All university course requirements must be met, as if the student did not have a disability. The workload is not modified.

The system of higher education is scrambling to be ready to receive and adequately support students on the spectrum. Colleges have developed systems to accommodate individuals with learning disabilities, but have yet to fully come to terms with the type of supports needed to fully include students on the spectrum. There is a HUGE gap between accommodations students with ASD might need, vs. what universities offer.

Often parents or school personnel erroneously believe that a student with ASD is “smart enough” to be able to succeed at college, or that the Office of Disability Services at the college will know how to help students on the spectrum. The reality is that services for adult students discretionary, meaning that a person may or may not be accepted to programs or receive services, depending on the decision of the provider.

It is also a fact that no one in adult services, colleges or universities will discuss your student without the student’s permission. You can ask your student to sign a document to include you (expect it to be on a very limited basis). The need for self-awareness, acceptance and self-advocacy are a very big part of success at the college level. These things take time to develop- adding goals and services to the transition plan is the perfect way to work on this!
Bottom line: it may be wise to maximize the transition plan through the school district than rush a student with ASD to college without the preparation and supports necessary to be successful, socially, academically, emotionally, and from a practical perspective!

More on the topic of college, including options for support or services, is discussed in the section about Adults on the spectrum.

Please visit the section on Adults with ASD for more information related to adolescence and adulthood. Parts are still under construction, but it will have these topics and more:

• The LAW: When children become adults
• Conservatorship and other legal options
• Self-awareness, self-acceptance and self-esteem
• Self-disclosure and accommodations
• After high school: Training, College and work
• Sexuality, relationships and dating
• Mental Health