An eleventh-grade student with an intellectual disability expresses an interest in studying cosmetology. Which action would be most appropriate for the school district to take prior to the student's annual ARD committee meeting?

• A. assign a nurse to monitor health issues
• B. arrange for a college acceptance letter
• C. coordinate transportation logistics
• D. inviting a vocational program representative to the student's ARD committee meeting

Answer: (D)

When planning for a student who shows interest in a specific career path, the ARD team should gather information that would directly shape the student’s transition plan. Inviting a representative from a vocational program brings firsthand details about cosmetology training options, admission requirements, licensing, scheduling, tuition or funding needs, and any supports the program provides. This input helps the team set realistic postsecondary goals and outline concrete steps in the IEP, such as appropriate coursework, work-based learning, or related services, to prepare the student for that pathway. The other options address logistics or health in isolation but don’t directly inform or advance the student’s vocational transition, which is why bringing in a vocational program representative is the most appropriate choice.