ABSTRACT
As detailed in previous chapters in this book, effective transition planning is essential to helping young people with disabilities achieve a satisfying and successful adult life. Although this chapter will address the unique concerns of students with autism spectrum disorders (ASD), we remind readers that the fundamentals of effective transition planning for all young people apply also to individuals with ASD (Steere, Rose, & Cavaiulo, 2007). These fundamentals include:
• A support network of family, friends, teachers, and other professionals who can assist the young person in transition planning;
• Accurate and comprehensive assessments of students’ interests, strengths, needs, and abilities;
outcomes that will drive the transition-planning process; • Curricular content that is challenging and that prepares the student to attain their desired
post-school outcomes; • Active student involvement in planning; • Family and caregiver involvement in planning; • Assistance from and collaboration with adult service agencies and sources of natural
community support; and • Ongoing refi nement and adjustment of the transition plan as students gain experiences
related to their desired post-school outcomes.
