A ninth-grade student with emotional disturbance explores postsecondary options with the educational diagnostician in preparation for an ARD meeting. Which transition-planning component is best illustrated by the diagnostician's actions?

• A. focusing only on postsecondary education options
• B. deferring to parents for all decisions
• C. promoting the student's self-determination in the IEP process
• D. removing the student from transition planning

Answer: (C)

Transition planning aims to prepare students for life after high school by giving them a real voice in setting goals and choosing supports. In this scenario, the diagnostician works with the ninth-grade student to explore postsecondary options, which gives the student opportunities to express preferences, strengths, and interests and to steer decisions about their future. That active participation is exactly how self-determination is fostered within the IEP process, helping the student take ownership of transition goals and the steps to achieve them.

Focusing only on postsecondary education would narrow the planning, and deferring all decisions to parents or removing the student from planning would undermine the student’s right to participate and advocate for themselves. By involving the student in exploring options, the diagnostician supports a collaborative, student-centered approach consistent with effective transition planning.