The IEP can help your child qualify for services during transition, but it must be detailed and specific.
Here's what you can do:
Make sure the following things are all clearly written in the IEP
All diagnoses that your child has (for example, write “autism” and “developmental disability” if they have both)
Detailed descriptions of the challenges they have that may affect their ability to live independently, get a job or do academic work
Detailed explanations of why they need the services and accommodations
A clear description of your child’s vision for their future
Remember, your child has a legal right to a Free and Appropriate Education (FAPE)!
FAPE means more than just getting by. Students should be getting the support they need for their own goals. Make sure those goals are as high as you can reasonably expect!
The IEP should reflect your child’s goals—even as they change.
Things change as your child gets older. They may have more trouble as things get harder in high school, or as they start to go through puberty. Or maybe they have a new goal of going to college.
Keep up with these changes as you look at your IEP. You can sometimes increase your child’s services if you think it’s needed. And even though you only have an IEP meeting once a year, you can ask to meet with the Team anytime.
If you think your child needs more—ask for more!