In Vermont, planning for the transition to adulthood starts years before eligibility for services through the school district ends. I asked Christine Kilpatrick, director of family support, and Marie Fetterhoff, director of early intervention, of Vermont Family Network in Williston to give us a quick overview of adulthood-transition services and planning in Vermont and suggest some things parents can do to get started.

How does the transition from special education to adulthood work in Vermont?

When your son or daughter turns sixteen, the IEP should include measurable goals and objectives that address transition needs such as training, education, employment, and independent living skills. The IEP will also describe the frequency and duration of services as well as who will provide the services. If appropriate, a representative of a participating agency (example: Vocational Rehabilitation) should be invited to the IEP meeting with the prior consent of you, as the parent, or your child (if eighteen or over). Measurable postsecondary goals need to be based on age-appropriate transition assessments. There should be an appropriate measurable postsecondary goal or goals that covers education or training, employment, and, as needed, independent living. Transition goals should reflect the student’s vision of the future as much as possible. The student should be present at transition planning meetings or, where not possible, his/her hopes and goals should be represented.

There should be transition services in the IEP that will reasonably enable your child to meet his or her postsecondary goals. Transition services are a coordinated set of activities leading toward the measurable postsecondary goals. They are not annual goals; they are the activities/strategies/steps/actions that the community of adults, including special/general education teachers, counselors, school club advisors, outside agencies, parents, community members, etc., provides to help your child achieve his/her postsecondary goals. When your student graduates or ages out of special education at age twenty-two, the school will provide your son or daughter with a summary of performance. This written summary describes your student’s academic achievement and functional performance and includes recommendations to assist in meeting employment, postsecondary education, and independent living goals.

Who should a parent contact about transition services?

Parents should speak with their youth’s special educator or the district special-education director about transition services.

Do you have any advice about transition to adulthood in Vermont?

While in high school, youth have opportunities to prepare for the future and connect to support services that will further their work, education, and independent living goals. To plan and get the services and support that will be needed, it’s important to start the process early. Parents and their children may be working with new service providers, such as a vocational rehabilitation or supported employment counselor. It may take longer to put in place services for students who have complex needs or those who can’t use services in a typical way. Transition planning sometimes means a lot of trial and error, so it’s a good idea to allow plenty of time to try things out. Start early, and don’t be afraid to ask questions!
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About Vermont Family Network:Vermont Family Network (VFN) promotes better health, education and well-being for all children and families, with a focus on children and young adults with special needs. Contact Vermont Family Network at (802) 876-5315 or 1-800-800-4005 if you would like to gather resources on disabilities, education, mental health, and healthcare; be more involved in your child’s education and learn how to help your child meet success in school; get guidance and information for your child with disabilities in school; improve and strengthen advocacy skills; talk with another parent who has a similar experience with their child with special needs; learn special education and parents’ rights and related laws; prepare for meetings regarding school and mental health issues; learn about health-care financing; find support and information about resources for mental-health concerns; learn about transitions from early childhood to adulthood for children with disabilities; find support for adults with disabilities; be involved in state and national advocacy efforts; learn about assistive technology or try out software or devices; find funding sources for conferences, equipment, camps and respite; use our free lending library; meet other parents in our support groups; share your experience with medical and university students; participate in sibling workshops of children with disabilities; ask questions about your child’s development; participate on committees and advisory councils; and attend workshops and conferences.