ABSTRACT
Living independently is linked to financial resources, in addition to a range of daily living skills and support options that affect its success. Most analyses of income and independent living do not investigate links between the variables for persons with high-incidence disabilities. There are three main aspects to transition preparation in such an approach: identification of post-school goals, activities and experiences to prepare the student for her/his goals, and the student and others collaborating to identify the goals and activities. To apply those aspects in a comprehensive process, Kohler proposed, through the Transition Research Institute, that transition services need to include: student-focused planning, student development, interagency and interdisciplinary planning, family involvement, and program structure. In student-focused planning the emphasis is on ensuring that transition plans take into account the individual student's interests, in order to address her/his needs. Kohler identified three areas for schools to consider in promoting family involvement in transition efforts: participation and roles, empowerment, and training.
