At what point should transition planning begin for students with disabilities, and what is a typical postsecondary outcome considered?

• A. Transition planning should begin by age 14; outcomes include retirement planning.
• B. Transition planning should begin by age 21; outcomes include only employment.
• C. Transition planning should begin by age 16 (or earlier if needed); typical postsecondary outcomes include higher education, employment, and independent living, with goals aligned to student interests and abilities.
• D. Transition planning is optional and begins in high school only if requested by parents.

Answer: (C)

Transition planning for students with disabilities is about preparing for life after high school. It should begin by age 16, or earlier if the IEP team determines it’s appropriate for a student. The plan focuses on measurable postsecondary goals in three main areas: higher education or other postsecondary training, employment, and independent living skills. Importantly, these goals should be aligned with the student’s interests, strengths, and supports needed to achieve them.

This is the best choice because it reflects the standard timeline and the range of outcomes that transition planning targets. Starting younger or older, or limiting goals to employment alone, misses essential aspects of preparing for independent, productive adult life. It also isn’t optional—the transition process is a required part of the IEP when students approach high school ages.