The 5th strategy
“[B]eginning at any age, consistent with subsection (h) of this section, futures planning for integrated living, work, community, and educational environments that considers skills necessary to function in current and post-secondary environments . . . .”
The IDEA requires postsecondary goals and transition services to be included in IEPs starting with the IEP in effect when the student turns 16. 34 C.F.R. 300.320(b). Transition services focus on facilitating the student’s transition from school to post-school activities. 34 C.F.R. 300.43.
In Texas, ARD committees must consider and – if appropriate - address specific transition related issues within the IEP no later than when the student turns 14 years of age. T.A.C. §89.1055(h)
But the autism supplement specifically provides that the ARD committee must consider futures planning “beginning at any age” – meaning at every age. At a minimum, this should provide a good conversation starter to discuss transition regardless of your child’s age.
The 6th strategy
“[P]arent/family training and support, provided by qualified personnel with experience in Autism Spectrum Disorders . . . .”
This could include training on specific skills, provision of information regarding the student’s disability, and provision of resources. Think about whether you would benefit from receiving training and/or support from someone with experience in autism spectrum disorders and, if so, tell the ARD committee. Also, make sure to ask about the qualified person’s qualifications and experience working with children with autism.
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