Transitioning Students with Intellectual Disabilities
Partnering for Success: Leveraging Legislation for Transitioning Students with Intellectual Disabilities
Students with intellectual and developmental disabilities (IDD) are at a higher risk of experiencing poor outcomes after they leave school. These outcomes can include unemployment, underemployment, social isolation, and difficulty accessing continued education.
The Higher Education Opportunity Act (HEOA) and the Workforce Innovation and Opportunity Act (WIOA) are valuable pieces of legislation that can help bridge the gap between the aspirations of students with IDD for fulfilling careers and college experiences, and their actual achievement of employment and enrollment in postsecondary programs. These laws provide frameworks and resources to support these students in their transition.
Effective school personnel can significantly improve outcomes by working together to create strong partnerships that involve the student's family, school staff, community organizations, and potential employers. These partnerships ensure a holistic approach to transition planning.
Introduction
Educators, families, and self-advocates all agree on the importance of including students with IDD in discussions about their vocational planning and readiness for college. This inclusive approach ensures that the student's voice and preferences are central to the planning process.
Historically, the development of independent living skills has been the primary focus for individuals with IDD. Postsecondary education (PSE) and competitive, non-sheltered employment were often considered unrealistic goals. However, this perspective is changing as more students with IDD demonstrate their capabilities and desire for further education and meaningful employment.
Increasingly, students with IDD are expressing their desire and actively seeking opportunities for independent work and continuing education. Their aspirations are driving a shift in expectations and the development of more inclusive programs and services.
Transition planning should be comprehensive and integrate a student’s individual interests and skills with their aspirations for the future. This approach ensures that the transition plan is relevant, motivating, and tailored to the student's unique needs and goals.
Education should not only impart knowledge but also prepare students to use their interests and skills to contribute meaningfully to society. This includes developing skills that allow students with IDD to participate actively in their communities and workplaces.
There have been persistent calls to better align educational practices and standards to facilitate improved transition planning for all students, including those with IDD. This alignment ensures that students are adequately prepared for the challenges and opportunities they will face after leaving high school.
School psychologists can play a crucial role by partnering with special educators to help students and their families understand and leverage federal laws designed to increase access to employment and education. Their expertise in assessment, counseling, and collaboration can be invaluable in the transition process.
Surveys have indicated that many school psychologists lack specific training related to transition planning, which leads to their under-involvement in this critical process. Addressing this gap through professional development is essential.
School psychology guidance often overlooks students with IDD or focuses primarily on one domain of transition outcomes, such as employment, to the neglect of others like independent living or social integration. A more comprehensive approach is needed to address the diverse needs of these students.
The goals of this article are to:
Provide school psychologists with a list of legislative guidelines specifically designed for students with IDD as they transition out of high school. This will empower them to better support these students and their families.
Review related actions that are aligned with legal precedents, establish a practical framework, and address the specific needs of students with IDD. This guidance aims to support collaborative partnerships in transition planning, ensuring a more effective and student-centered process.
Legislative Guidance for Transition Stages
Students with IDD often require long-term, individualized support to effectively address delays in their intellectual, social, adaptive, and communicative development. This tailored support is crucial for their overall growth and development.
Many students with IDD receive specialized instruction that is intensive, hands-on, scaffolded, and reinforcing. This instruction is designed to help them learn essential daily living, academic, and social tasks.
This specialized instruction is provided through rights-based special education services, guaranteed through high school via the Individuals with Disabilities Education Act (IDEA) 2004. IDEA ensures that students with disabilities receive a free and appropriate public education tailored to their individual needs.
Transition services, as mandated by IDEA, are intended to continue until the student reaches the age of 21. These services serve as a bridge to eligibility-based anti-discrimination services, such as those provided under the Rehabilitation Act 1973, which protects individuals with disabilities from discrimination.
The end of Preschool-12 education can result in an abrupt termination of services, posing significant challenges for students with IDD as they enter the postsecondary world. This sudden loss of support can hinder their progress and integration.
This experience is often described as a “cliff,” where essential school-based services end abruptly, leaving students and families unprepared for the transition.
After this cliff, individuals with IDD and their families often struggle to piece together services from multiple sectors and funding streams, creating a fragmented and challenging landscape.
Services often end after age 21 due to a combination of factors including funding limitations, strict eligibility criteria, and a general lack of qualified adult-specific providers. This scarcity of resources creates additional barriers for students with IDD.
Students with IDD tend to experience an immediate termination of services, which is in contrast to the gradual tapering of support often experienced by students without comorbid intellectual disabilities. This abrupt change can be particularly difficult for students with IDD to navigate.
Poor post-school outcomes and the challenges associated with the disability service cliff have led to increased attention to federal mandates related to transition planning and implementation. Policymakers and advocates are working to address these issues and improve outcomes for students with IDD.
Federal legislation provides crucial guidance for transition practices for students with IDD and aims to ease the conversion from rights-based services (provided under IDEA) to eligibility-based services (available in adulthood). This legislative framework promotes a smoother transition and ensures continued support.
These regulations address critical aspects of transition, including fiscal planning, the transfer of student records, and strategies for supporting disability inclusion in the workplace. These provisions are designed to promote a seamless and successful transition.
Three key laws provide overarching guidance for transition planning:
IDEA (2004)
Workforce Innovation and Opportunity Act (WIOA; 2014)
Higher Education Opportunity Act (HEOA; 2008)
IDEA (2004) serves as the primary source for mandated transition planning processes. It outlines the legal requirements and guidelines for developing and implementing effective transition plans.
WIOA (2014) and HEOA (2008) offer specific guidance and resources related to employment and education options, depending on the individual student's interests and goals. These laws complement IDEA and provide additional support for students pursuing different pathways.
Individuals with Disabilities Education Act
IDEA (2004) presents significant partnership opportunities between school psychologists and special educators. This collaboration is essential for providing comprehensive and effective support to students with IDD.
Transition Components of IDEA
IDEA (2004) outlines specific transition service requirements for students with disabilities, ensuring a structured and supportive transition process:
Transition services must focus on the student’s movement from high school to post-school outcomes, beginning no later than age 16 (and in many states, starting as early as age 14). This early start allows for more comprehensive planning and preparation.
IEP (Individualized Education Program) plans must include assessment-based, measurable post-school goals that are focused on the student’s individual interests and needs. These goals provide a clear roadmap for the student's future.
Students must be invited to their IEP meetings, ensuring their active participation in the development of their transition plans. This empowers students to take ownership of their future.
Transition planning must be coordinated and results-oriented [§300.320(b); §300.43], ensuring that efforts are focused and lead to tangible outcomes. This emphasis on results promotes accountability and effectiveness.
Transition services should be developed by a coordinated team consisting of teachers, therapeutic professionals, the students themselves, family members, and community members. This collaborative approach ensures that all relevant perspectives are considered.
Coordinated efforts help to decrease the gap between students, families, schools, PSE institutions, employers, and government/nonprofit agencies. This collaborative network provides comprehensive support and resources for students with IDD.
Transition Planning for Students with IDD
Comprehensive and individualized transition planning is emphasized due to its direct connection to improved readiness for college or employment. Tailoring the plan to the individual student's needs and goals is crucial for success.
Students who participate in evidence-based, IDEA-aligned transition programming are more likely to secure gainful employment as adults. This highlights the importance of using proven strategies and adhering to IDEA guidelines.
Transition planning broadens student access to essential services and programming, which is directly linked to family well-being after transition, particularly for students with severe IDD. The support provided through transition planning extends beyond the student to benefit the entire family.
Adequate transitioning planning predicts improvements in overall well-being and quality of life for postsecondary adults with IDD. Effective planning can have a significant positive impact on the long-term outcomes for these individuals.
Early, comprehensive, and individualized transition planning, as described by IDEA (2004), is fundamental in supporting the well-being of students with IDD, setting them on a path to a more fulfilling and independent life.
The Higher Education Opportunity Act
The Higher Education Opportunity Act (HEOA; 2008) is specifically designed to streamline and increase access to postsecondary education (PSE) for students who are interested in continuing their education beyond high school.
A key focus of the HEOA is on students with intellectual and developmental disabilities (IDD), aiming to provide them with greater opportunities for further education.
Transition Components of HEOA
HEOA (2008) strongly advocates for social inclusion in postsecondary settings, promoting the integration of students with IDD into all aspects of campus life.
HEOA (2008) facilitates access to PSE by making individuals with IDD eligible for crucial federal financial aid programs, including the Federal Work-Study Program, Supplemental Educational Opportunity Grants, and Pell Grants.
Before HEOA (2008), students with IDD who graduated with a certificate rather than a standard diploma were often excluded from receiving federal financial aid, which significantly exacerbated financial barriers to accessing PSE. HEOA устраняет этот барьер.
HEOA (2008) plays a vital role in facilitating both physical and social access to PSE for individuals with IDD, ensuring they have the support and resources needed to thrive in a college environment.
The act earmarked federal funding for Think College, a national organization that supervises and maintains a comprehensive database of inclusive PSE programs across the country.
Think College serves as a primary reference point for students with IDD and their families who are interested in exploring and accessing postsecondary education opportunities.
HEOA (2008) establishes grant opportunities and professional development guidelines specifically tailored to the postsecondary education of students with IDD, fostering the growth of inclusive programs and well-trained professionals in the field.
Postsecondary Education for Students with IDD
Accessing postsecondary education (PSE) has been shown to lead to positive outcomes for all students, with and without disabilities, enhancing their future prospects and quality of life.
Completion of a degree is strongly linked to higher rates of employment, increased wages, and overall income across the lifespan, offering significant economic benefits.
Individuals who complete PSE generally experience a higher quality of life, with improved social connections, personal growth, and overall well-being.
Despite increased enrollment in postsecondary education, students with IDD have not always reaped the same level of benefits as their non-disabled peers, indicating a need for more targeted support and inclusive practices.
Students who complete any type of postsecondary degree are more likely to participate in meaningful employment opportunities later on, highlighting the importance of PSE as a pathway to career success.
Longitudinal national data indicates that students with IDD are less likely to plan to attend or successfully enroll in postsecondary education compared to their peers without disabilities, revealing an ongoing disparity that needs to be addressed.
Caregivers of students with IDD often report that accessing resources for financial aid is a major barrier to their child’s participation in postsecondary education, underscoring the need for improved awareness and access to financial support.
The Workforce Innovation and Opportunity Act
The Workforce Innovation and Opportunity Act (WIOA; 2014) was established with the goal of improving accessibility to employment and vocational rehabilitation programming, expanding upon the foundation laid by the Workforce Investment Act (1998).
WIOA (2014) brought about a restructuring of governmental programs related to independent living, assistive technology, and disability-related research. This led to the creation of the Independent Living Administration within the Administration for Community Living, designed to better support students with IDD in achieving health, independence, and overall well-being.
WIOA (2014) is designed to connect individuals seeking employment with employers looking to fill positions through a network of one-stop centers known as American Job Centers (AJCs).
AJCs provide accessible, practical, and streamlined services to Americans seeking competitive employment, ensuring that students with IDD have equitable access to resources and opportunities in the job market.
Transition Components of WIOA
WIOA (2014) earmarks a significant portion, 15%, of the total funding allocated to vocational rehabilitation programs specifically for transition programming, highlighting the importance of supporting students with disabilities as they move into the workforce.
WIOA allots state-level vocational rehabilitation grants to employers who are willing to foster gainful employment opportunities for individuals with disabilities, incentivizing businesses to create inclusive workplaces.
WIOA (2014) expands the number of individuals who can access vocational rehabilitation services, with the aim of maximizing the benefits they obtain from competitive, integrated employment.
WIOA (2014) provides job seekers, including those with intellectual and developmental disabilities (IDD), with access to one-stop centers and an online platform offering resources related to work skill development, interview preparation, and other essential topics.
CareerOneStop (https://CareerOneStop.org) offers an array of resources related to work skill development, interview preparation techniques, effective job hunting strategies, and guidance on disclosing one’s disability status to potential employers.
The Workforce Innovation Technical Assistance Center (WINTAC; https://WINTAC.org) provides valuable training resources and guidance to ensure that WIOA (2014) is appropriately implemented, including identifying state liaisons for vocational rehabilitation (VR) services and disseminating research and training related to WIOA.
Post-School Employment for Students with IDD
Accessing community-based, paid employment is strongly connected to an overall higher quality of life for individuals with IDD, promoting independence, social inclusion, and financial stability.
Students with IDD are unfortunately less likely than their peers without disabilities to participate in paid employment opportunities, both during their high school years and throughout their lives, highlighting a significant disparity.
These students are also less likely to participate in hands-on activities that build career skills, which are precisely the types of experiences that WIOA (2014) aims to facilitate.
Specifically, students with IDD often have fewer opportunities to participate in school-based enterprises, receive mentorship from employers, or engage with job placement services, limiting their exposure to valuable career-building experiences.
These early deficits in career-related experiences often translate to underemployment for students with IDD later in life, hindering their ability to reach their full potential in the workforce.
Statistics show that individuals without disabilities are 48% more likely to be employed than Americans with disabilities, underscoring the significant employment gap that exists.
Alarmingly, only 46% of students with IDD find jobs immediately after completing high school, and a concerning one-third of those students never receive minimum wage for their work.
These discrepancies in opportunities for students with IDD to participate in postsecondary education and secure meaningful post-school employment significantly limit their lifelong achievement in critical areas such as social relationships, financial stability, and overall self-esteem.
Collaborative Teaming During Transition Planning
School psychologists possess considerable expertise in areas such as disability, assessment, and collaboration, but they do not always actively apply this knowledge during the transition planning process for students with IDD.
Collaboration during transition activities can present challenges for educators, families, and various service providers, which can inadvertently contribute to disadvantages faced by students after graduation.
School psychologists possess a unique set of skills that can significantly aid in this process, bridging gaps and fostering more effective collaboration.
The Transition Planning, Implementation, and Evaluation (TPIE) framework (Authors 2018a) offers a solid foundation for school-based teams to integrate relevant laws, effectively disseminate resources, and reduce barriers to proactive, coordinated transition planning.
TPIE: A Transition Practice Model for School Psychologists
TPIE is structured around three essential phases: planning, implementation, and comprehensive evaluation (Authors 2018a).
Table 2 provides a curated list of resources related to HEOA and WIOA that school psychologists can strategically use across the three phases of TPIE, ensuring they have the tools and information needed to support students effectively.
Planning
The planning stage is primarily focused on creating and diligently maintaining a person-centered transition team, which should include the student, their caregivers, special education teachers, and any related service personnel involved in their support.
This dedicated transition team should provide students with IDD and their families with comprehensive information about various career and college options, helping them make informed decisions about their future.
It is crucial to recognize that the most important member and the central focus of the team is the student themselves, followed closely by their family and primary caregivers, whose perspectives and input are invaluable.
School psychologists should actively advocate for and coach students to participate actively in IEP meetings, engage in transition planning activities, and contribute meaningfully to discussions related to goal development. This empowerment is essential for student success.
School psychologists can offer valuable support to teams seeking to advance family-school collaboration through various means, such as family training programs, short-term family counseling, and facilitating connections to post-school options.
To ensure a smooth transition, school psychologists can also share the transition plan, relevant assessments, and effective interventions with college or employment staff, fostering continuity of support.
School psychologists and teachers can collaborate to help students with IDD, their families, and educators articulate clear and achievable goals early in their high school career, providing a roadmap to guide their preparation.
Application of HEOA During Planning
Students who are interested in pursuing PSE should take the time to explore different models of PSE programs, considering their varying emphases and funding sources to find the best fit.
It is essential for students and their families to learn about the diverse models of PSE, understand the application process, be aware of admission standards, know the available services and supports, and recognize the key differences between IDEA (2004) and Section 504 of the Rehabilitation Act (1973).
During the planning phase, the transition team should place a significant emphasis on comprehensive information gathering to make informed decisions.
Students with IDD and their families benefit greatly from early access to information as they begin considering gaining access to PSE programs, allowing them ample time to prepare.
The Think College project has played a crucial role in the development and rigorous evaluation of PSE programs, providing students with IDD and their families with detailed information about PSE standards, program models, emphasis areas, student demographics, exit outcomes, and available supports and accommodations.
To facilitate effective use of this resource, school psychologists can assist students and families in navigating the Think College website, gathering information to better understand PSE programs and available services, selecting and categorizing choice programs, and creating a list of common requirements.
The student, their family, and the transition team can collaborate to determine specific goals and objectives related to environmental factors, such as the size of the college, housing and transportation options, and strategies for effectively sharing information about the student’s disability.
School psychologists can provide further assistance to the student and family in planning how to share critical information about independent living skills, any sensory issues, and essential daily living skills with college counselors and disability services offices.
Through intentional and proactive planning, the team can create targeted interventions that bridge gaps in service provision and increase the knowledge and overall preparation of students with IDD who aspire to access PSE.
Application of WIOA During Planning
WIOA (2014) provides a wealth of valuable resources that school psychologists can effectively utilize during the implementation phase of TPIE for students who are seeking employment after transition.
CareerOneStop serves as a comprehensive and user-friendly resource for both students and their families to access important information and support.
School psychologists can collaborate with the transition team to access student assessment tools, helping to explore student interests, identify needed skills, and clarify work values in order to craft specific, measurable goals that support career achievement.
The transition team can carefully review relevant guidelines, explore examples of typical career goals, identify local American Job Centers to find potential internship sites, and review essential skills and knowledge that new employees should possess at their first job.
This stage should focus on narrowing down or clustering potential career options and developing both short-term objectives and long-term goals that will build skills applicable to the types of careers identified by the student and their family.
By operationally defining goals based on the student’s long-term vision, the transition team can build focused interventions that will maximize their chances of employment success.
Implementation
School psychologists actively work alongside special educators and other key members of the transition team to collaboratively develop and implement interventions that are skill-specific and can be applied across multiple settings.
While the long-term goals typically revolve around PSE enrollment or securing employment, short-term goals should focus on developing skills that are likely to improve future goal attainment, providing a clear pathway to success.
These skills may include communication and social skills, self-management and self-determination skills, functional academic and daily living skills, risk reduction and health promotion skills, and community participation skills, all of which are essential for successful transition and integration.
To ensure a well-rounded approach, interventions targeting these skills should be developed and implemented in a variety of contexts, including educational, community, vocational, and leisure settings.
Application of HEOA During Implementation
Based on the PSE institutes the student has carefully selected, interventions may be focused on providing exposure to the college environment and in situ practice of essential skills.
To facilitate a smooth transition, interventions should focus on gradually reducing the amount of time students with IDD spend in secondary schools as they move fully towards the PSE environment.
School psychologists can work closely with the student and their family to dissect the differences in PSE programs, enabling students with IDD to determine the right PSE program to meet their individual needs and expectations.
Key topics of conversation for transition teams to discuss should also include PSE program missions, values, and stated priorities to ensure alignment and a good fit for the student.
It is important to understand that PSE program models range from substantially separate, hybrid, to fully inclusive programming (Thoma 2013):
In substantially separate PSE models, students primarily engage in classes, activities, and work experiences exclusively with other students who have IDD.
Hybrid PSE program models center on students participating in social events and/or academic programming alongside students without disabilities, but also include classes specifically designed for students with IDD.
Fully inclusive PSE program models provide students with IDD individualized support while they participate in inclusive settings among students without disabilities.
These programs actively assist students with IDD on campus by providing supports such as life skill and academic coaches, while also maintaining a strong emphasis on fostering self-advocacy skills.
Students with IDD and their families should carefully consider whether a particular PSE program is designated as a Comprehensive Transition Program (CTP).
CTPs are certificate, degree, and non-degree programs specifically designed for students with IDD, and they have been formally approved by the US Department of Education to receive federal financial aid.
Dual enrollment PSE programs are intentionally designed to support students with IDD during their last 2–3 years of special education services within secondary school, enabling them to attend PSE programs concurrently with their secondary school.
This programming typically focuses on instruction, support, and hands-on learning experiences that promote employment, community involvement, independent living skills, and social skill development (Grigal et al. 2012a).
Application of WIOA During Implementation
Based on the selected career clusters and goals, the transition team might next explore pre-employment transition programming options offered by WINTAC.
WINTAC’s resources include detailed definitions and implementation guidelines for work-based learning experiences, which help to build essential employment, independent living, social, and interpersonal skills.
Additional resources for work-based learning experiences include web-based modules and a transition-to-work program activity guide filled with activities related to job exploration and workplace readiness training.
These resources primarily focus on understanding how work skills and independent living, social, and interpersonal abilities collectively contribute to overall workplace achievement.
Students with IDD can better prepare for the competitive job market and ensure they have the necessary paperwork and qualifications by thoroughly reviewing The Career Index Plus.
The transition team should ensure that at least one career intervention being implemented specifically addresses how the student (and their family) can effectively review salary information, job trends and projections, current job openings, licensing/education/experience/certification requirements, essential knowledge, skills, and abilities, and any related training programs.
This stage should include active liaising with the local division of VR to facilitate connections and access available services.
WINTAC offers a description of vocational services that are either required or authorized for students with disabilities, providing valuable insights into the support available.
Transition teams should actively collaborate during the implementation stage to build community resources as they look to shifting transition plan monitoring from school to community settings in the upcoming evaluation stage.
Evaluation
School psychologists can effectively incorporate well-designed program evaluation strategies to ensure effective planning that will successfully span the critical gap between secondary and post-school services.
To begin the evaluation process, school psychologists can first progress monitor essential aspects such as transition goal outcomes, the level of family involvement, student voice and preferences, and the consistent implementation of chosen interventions.
School psychologists can play a critical role in teaching students, families, and relevant college and career personnel these essential evaluation strategies, ensuring that the student’s individual interests and preferences remain central to the transition process and that consistent progress is being made toward fulfilling their long-term aspirations.
Furthermore, school psychologists can collaborate effectively with families, educators, and other professionals to ensure the establishment of a supportive learning and social environment for the students, which increases buy-in and supports the successful completion of interventions.
Application of HEOA During Evaluation
As the student moves to the PSE level, the successful completion of interventions and the smooth transition to new accommodations and modifications hinges on the student and family’s ability to effectively self-advocate for their needs.
To support this process, the transition team might leverage resources such as the I’m Determined or ChoiceMaker curricula to verify that essential self-determination skills are well in place, and to ensure a supportive framework for future advocacy efforts.
The transition team should also work closely with the selected PSE’s Disability Support Services program to proactively ensure a seamless passage of services and supports.
The school psychologist can provide valuable support to the transition team by initiating two-way communication, helping the family and student build strong relationships with the key Disability Services team members, creating a plan that outlines shared responsibilities, and emphasizing a strengths-based focus.
In accordance with federal mandates, PSE programs typically have a comprehensive master plan in place for inclusive resources, which is implemented by dedicated staff members associated with the offices of teaching and learning or centers for multicultural excellence.
School psychologists can collaborate with the student and their team to access this comprehensive plan and identify specific system-specific supports that may be particularly relevant to their individual needs.
Ultimately, university-based Disability Support Services are key team members throughout the evaluation phase, playing a vital role in building sustainable plans and transferring responsibility as the student progresses toward greater independent living and prepares for employment.
Application of WIOA During Evaluation
For students who are pursuing the path toward employment, it is critically important for the transition team to identify and firmly connect with key individuals in human resources at the student’s job site.
The transition team can then collaboratively design a well-structured plan to meticulously monitor progress and ensure goals are being met.
With a data-driven transition plan in hand, students and their families can share exemplary checklists designed for measuring annual IEP goals with human resources to establish comparable goals suitable for the work setting.
Working together, the team can focus on:
Appraising the acceptability and social validity of the established goals, ensuring they are relevant and meaningful.
Leveraging current environments to intentionally build identified skills and embed goals into daily routines, reinforcing learning and growth.
Ensuring a process is in place for consistent and positive feedback, promoting motivation and ongoing improvement.
Selecting an appropriate method for accurately determining progress and successful attainment of the established goals.
It is important to recognize that vocational success is not solely contingent on successfully completing job duties; it is also greatly impacted by the social aspects of employment.
The transition team should ensure that the student with IDD does not encounter workplace discrimination, inadequate job preparation, or the denial of reasonable accommodations needed to perform successfully.
The online resources available through WINTAC and CareerOneStop offer valuable strategies for navigating potential human resources pitfalls and establish a strong foundation for long-term career planning.
Conclusion and Future Directions
Transition planning that effectively connects students to resources both within their educational institutions and within their broader community is undeniably key in supporting post-school well-being for all students, regardless of their individual circumstances.
School psychologists are uniquely positioned to advocate for appropriate and effective planning, as well as positive post-school outcomes, for all students, with a particular focus on those with IDD.
Knowledge in the most salient laws relevant to supporting this population—IDEA (2004), the Americans with Disabilities Act (ADA; 1990), and Section 504 of the Rehabilitation Act of 1973—serves as the crucial foundation for standard practice when working with individuals with IDD.
However, it is crucial to recognize that school psychologists may be unaware of the specialized laws and regulations in place to support postsecondary life specifically for individuals with IDD.
A thorough understanding of this diverse legislation is, therefore, a key factor in facilitating a smooth and successful transition between the special education system and the postsecondary landscape for this particularly vulnerable population.
To effectively support students with IDD, school psychologists must be well-prepared to apply legislation related to transition planning, ensuring that these