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Preparing Your Special Education Student for the Transition Out of High School

There are many steps that parents and students can take to prepare for the transition out of high school. The steps taken depend on whether the student is pursuing a diploma or a certificate. Transition specialists and secondary transition resource teachers are available to answer any questions you may have about these steps.

Recommended Actions for Students Earning a Diploma

The following steps will help a student with an IEP earning a diploma be set up for success with post secondary planning.

Freshman Year (Grade 9)

  • Meet with school counselor to select a high school course of study. A course of study is a graduation requirement.
  • Become familiar with their IEP and all of its components and accommodations.
  • Practice self advocating for their supports and accommodations in class.
  • Review graduation requirements with the guidance counselor. This often will occur at the Annual IEP meeting.
  • Take the PSAT. This will help them practice for the SAT, which can be a requirement for some colleges.
  • Complete a referral to DORS/ Pre-ETS (Division of Rehabilitation Services/Pre-employment transition services) with the support of their transition teacher. This can lead to employment practice opportunities.
  • Discuss Project Access with the IEP team and transition teacher.

Sophomore Year (Grade 10)

  • Research career interests to familiarize themselves with job requirements and responsibilities. The student can do this with the help of their transition teacher. They can also receive support with this from their Career Readiness Advisor (CRA).
  • Take the ASVAB (Armed Services Vocational Aptitude Battery). This test will help determine the students’ strength and potential success with military training, if interested.
  • The student and family should review graduation requirements with their school counselor.
  • Learn about the various graduation pathways offered in HCPSS. This would include Career Academies offered in the school and at the Applied Research Lab (ARL), and the Career Apprenticeships. If one aligns with the student’s career area of interest, they should consider it when scheduling classes for the next school year.
  • The student should consider taking the PSAT again for additional practice.
  • If not yet completed, consider a referral to DORS/ Pre-ETS with the support of their transition teacher. This can lead to employment practice opportunities. If a referral was previously completed, the transition teacher can check with the DORS counselor to help determine the students’ current status.
  • Discuss Project Access with the IEP team and transition teacher again. The student can apply and participate in Project Access each summer in high school, if interested.

Junior Year (Grade 11)
  • Visit colleges, trade schools, and other post-secondary training programs. This will help the student start to develop a plan for when they transition out of high school.
  • Learn about the Disability Support Services offered at each college campus. The transition teacher can talk with the student and family about these services and answer any questions they may have.
  • Review graduation requirements with the school counselor. This can occur at the Annual IEP meeting.
  • Consider taking the SAT or ACT. The student should look at the colleges they are visiting to see if this is a requirement for applying.
  • If not yet completed, consider a referral to DORS/ Pre-ETS with the support of their transition teacher. This can lead to employment practice opportunities. If a referral was previously completed, the transition teacher can check with the DORS counselor to help determine the students’ current status.
  • Discuss Project Access with the IEP team and transition teacher again. The student can apply and participate in Project Access each summer in high school, if interested.
  • Self-refer to the Behavioral Health Administration (BHA) if additional support is needed. The BHA meets the needs of students with mental health conditions and substance-related disorders whose behavioral problems could affect their ability to successfully transition into adulthood.

Senior Year (Grade 12)
  • Take the SAT or ACT if it is a requirement for applying to their schools of choice.
  • Apply to colleges, trade schools, or other post-secondary programs they are interested in. The school counselor can help with any questions.
  • Review graduation requirements with the school counselor. This can occur at the Annual IEP meeting.
  • Once the student is accepted and has chosen a college, trade school, or program, they should access the Disability Support Services on campus. They can do this by making an appointment with the Office of Disability Support Services. They should make sure to have a copy of their IEP, their MSOP (Maryland Summary of Performance), and their most recent assessments. The MSOP is created by the school team based off of the most recent IEP. The school IEP team or transition teacher can help the student and family gather these documents.
  • Consider other supports for the college experience. College Living Experience offers information on such supports for neurodivergent young adults on a college or career path.
  • Consider a referral to DORS/ VR (Division of Rehabilitation Services/ Vocational Rehabilitation) with the support of their transition teacher. Vocational Rehabilitation can offer services for the student after they graduate from high school. The services offered are ultimately geared towards employment.
  • Discuss Project Access with the IEP team and transition teacher again. The student can apply and participate in Project Access the summer after they graduate from high school and prepare for college.
  • If the student is considering employment, they should contact the Maryland Department of Labor.
  • If the student is considering a trade school or apprenticeship, they can explore options with Apprenticeship Maryland.

Recommended Actions for Students Receiving a Certificate

These steps will help a student with an IEP earning a certificate be set up for success with post secondary planning. This will ensure that all funding sources are available for a smooth transition out of the school system.

Ages 14-17

  • Submit an application to the Developmental Disabilities Administration (DDA) if this has not already been done. DDA is an important factor to secure support services for students with disabilities after they exit high school. It is important to complete the application early so that the student is placed on the waiting list, and DDA recognizes how many will need funding by the exit year.
  • Create a file at home to house documents related to transition and future planning. This will help to organize important papers that may be needed in the future for funding. This will also organize resources and information gathered over the high school years.
  • Complete a referral to DORS/ Pre-ETS (Division of Rehabilitation Services/ Pre employment transition services) with the support of their transition teacher. This can lead to work readiness opportunities and skills.
  • Consider participating in clubs and activities at school. This will provide an opportunity to discover areas of interest and strength, which will help when thinking about potential future plans. Clubs and activities also give students social opportunities to build their relationships and skills.
  • Consider consulting with an attorney to protect assets and develop an estate plan for the student’s future (For SSI, student may not have more than $2,000 in assets.)
  • Attend the HCPSS Transition Fair and other transition workshops offered throughout the school year. These opportunities will share important information about resources, programs, and providers that can deliver services for the student after they transition out of the school system. The transition teacher can help provide information on these opportunities.
  • Consider the HCPSS Work Programs. This can be discussed at the Annual IEP meeting. This can also be discussed with the transition teacher. The HCPSS Work Programs will let the student sample different work experiences out in the community and build on their vocational skills.

Ages 18-19

  • Apply for a Maryland State Identification Card by making an appointment at the Maryland Motor Vehicle Administration (MVA). As the student turns 18 and is legally seen as an adult, it will be important for them to have an official form of identification.
  • Consider supports for assistance if attempting to obtain a drivers license. The DORS counselor can provide some resources and assistance.
  • Maintain communication with the Developmental Disabilities Administration (DDA) regarding the students’ eligibility. The transition teacher can help with this. At this point, a Coordinator should be assigned by DDA to the student. DDA’s Coordinators of Community Services (CCS) ensure that people with intellectual and developmental disabilities and their families get the support they need for independence, health, safety, and active community involvement. The CCS’s role is to promote services and supports that are planned and delivered in a manner that encourages self-sufficiency, promotes being an active member of the community, and ensures that the individual achieves their desired quality of life. The DDA CCS will be the main point of contact in preparing for DDA funding for the future. If the parent is unsure of who the DDA Coordinator is, the transition teacher can help to identify this information.
    • The DDA Coordinator of Community Services should be invited by the transition teacher to the Annual IEP meeting.
  • Obtain Medicaid for the student if they do not already have it. If the student is found eligible for SSI, they will automatically be eligible for Medicaid. Medicaid is necessary in order to access DDA funding after the student transitions out of the school system.
    • Medicaid Waivers for Individuals with Disabilities provide assistance with activities of daily living to Medicaid recipients who have a disability. Services are provided in the eligible individual’s home or community residence (waiver participants may receive services in an assisted living facility). Other services in each program vary. ​

  • Apply for Supplemental Security Income (SSI) at age 18. SSI program makes cash assistance payments to people who are disabled (including children) who have limited income and resources. The Federal Government funds SSI from general tax revenues.

    It is important to wait until after the student turns 18, so that the Social Security Administration only looks at the students assets and not the family’s.

    A student cannot have more than $2000 in a bank account with their name on it to remain eligible for SSI. The family should consider options to hold other funds for the student.

    • Maryland ABLE accounts provide a way to help individuals with disabilities save money and pay for qualified disability-related expenses without jeopardizing state or federal means-tested benefits such as SSI or Medicaid.
    • A “special needs trust” can provide benefits, by means of a trust, to a person who would otherwise lose eligibility for public assistance.
  • Consider guardianship or an alternative to guardianship.
    • As the student enters adulthood, they will be expected to make decisions and direct their lives. There are least restrictive options available to help them with making decisions (alternatives to guardianship), and there is the most restrictive option to help with the decision-making process (guardianship). It is important that the family researches both before making the decision that works best for them and their student.
    • In 2022, Maryland passed a bill legally recognizing and authorizing the use of supported decision-making as an alternative to guardianship for adults with disabilities.
    • Court-appointed guardians protect Maryland’s most vulnerable individuals.
  • Research and be aware of changes with Health Care for their student. As the student transitions into adulthood, it is important to know the process of moving them from one healthcare setting or provider to another.
  • Consider a power of attorney, allowing another person the authority to make decisions about the student’s health care.
  • Consider HCPSS Work Programs. This can be discussed at the Annual IEP meeting.This can also be discussed with the transition teacher. The HCPSS Work Programs will let the student sample different work experiences out in the community and build on their vocational skills.

Age 20-21
  • The student can exit the school system at the end of the school year they turn 21. If the family and student chooses to leave the school system before then, they will not be able to access DDA support.
  • If the student exits school and is not eligible for DDA services, but is eligible for DORS (Division of Rehabilitation Services), the student and family should consider Vocational Rehabilitation (VR) services. The family should remember that eligibility for DDA and DORS services are determined by those agencies, not HCPSS staff. An appeal can be done by family if they are not satisfied with the determination. Vocational Rehabilitation can offer services for the student after they graduate from high school. The services offered are ultimately geared towards employment.
  • Consider postsecondary education options if the student is interested in that pathway.
    • TerpsEXCEED is an inclusive post-secondary education program at the University of Maryland, College Park that provides Maryland students with intellectual disabilities the opportunity to participate in a college experience for two years, culminating in a certificate.
    • Think College provides resources, technical assistance and training related to college options for students with intellectual disability, and manages the only national listing of college programs for students with intellectual disability in the United States.
    • Community College of Baltimore County provides classes and career training options for adults with cognitive, developmental and mental health disabilities through the Center for Alternative and Supported Education (CASE).
  • Consider transportation options for post-graduation.
    • RTA Mobility provides paratransit service in accordance with the Americans with Disabilities Act of 1990. Vehicles are wheelchair accessible. For more information, contact RTA Mobility at 1-800-270-9553.
  • If the student is eligible for DDA services, the family should research options for DDA providers and adult agencies. The family and student should decide between traditional day services (solely using a provider) or self-directed services (individualizing the budget). The transition teacher can help answer questions.
    • With Traditional Day Services, a licensed or certified provider agency takes the lead in coordinating services for individuals. This includes organizing and delivering various types of support, such as residential care, day programs, and assistive services.
    • Self-directed services give you the freedom to choose the services and supports you need to live independently. The core functions of self-direction are choice and control over how your services are provided and who is being paid to provide these services.​​​
  • Make a copy of the students’ IEP, MSOP (Maryland Summary of Performance), and their most recent assessments. The school IEP team or transition teacher can help the student and family gather these documents. These documents will be needed by the DDA Coordinator of Community Services (CCS) to help prepare for DDA funding.
  • Work with the DDA Coordinator of Community Services (CCS) will facilitate the transition to adult services. As part of that work, the DDA Coordinator of Community Services (CCS) will help to create a Person Centered Plan (PCP) for the student. This will ultimately replace the IEP when the student exits the school system. The Transition Teacher will also help to support the process and answer questions.