How can the IEP team help with career guidance?
The Individuals with Disabilities Education Act (IDEA) requires that Individual Education Programs (IEP) include consideration of students’ transition service needs beginning at age 14 (or earlier if determined appropriate). Assessment conducted for transition purposes can generate valuable information for career preparation (student strengths, interests, challenges, and support needs). Transition goals in the IEP can include workplace experiences that allow students to learn about employment settings and vocational opportunities. IEPs should also include specific plans for developing or strengthening self-determination skills. Students need to participate in the planning process as much as possible. Community professionals, such as vocational rehabilitation counselors, postsecondary education representatives, and others, should be actively involved in transition planning. Interagency collaboration can make students’ transition experiences more successful and less frustrating.
