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Transition Considerations and Related Activities


  • Identify individual learning styles
  • Become aware of career and employment interests
  • Focus on what you will need to succeed in the community
  • Reinforce what the schools are teaching at home
  • Foster a lifelong love of learning
  • Learn about post-secondary educational opportunities: Adult Education, Technical Schools, Community Colleges, Colleges and Universities
  • Practice communication across all environments (home, school, job, leisure activities)


  • Visit various employment sites
  • Job Shadow an employee at these sites
  • Work at home (summer job, chores, etc.)
  • Become aware of career and employment interests
  • Develop transportation options (driver’s license, public transportation, etc.)
  • Apply to Vocational Rehabilitation
  • Visit local programs that provide vocational services

Independent Living

  • Develop good personal care
  • Develop housekeeping, budgeting, and cooking skills
  • Know how to handle emergencies and how to live safely
  • Visit local providers of residential services
  • Learn to access key parts of your community (bank, grocery store, post office, doctor’s office, etc.)
  • Obtain state identification card through Department of Motor Vehicles (DMV)
  • Develop social and emotional safety skills
  • Learn about and/or refer to the Department of Behavioral and Developmental Services for mental retardation adult services
  • Review the eligibility requirements for accessing Social Security benefits and/or Supplemental Security Income

Social ~ Recreational

  • Arrange ongoing social activities (with peers)
  • Establish exercise routines
  • Join school or community sports teams or a health club
  • Join organizations (religious, fraternal, social clubs, etc.)
  • Invite others to activities
  • Maintain an active relationship with family


  • Discuss health issues with your youth
  • Assist your youth to understand and take more responsibility for monitoring their medication(s)
  • Learn what they think and feel about their own health needs
  • Have them practice making doctor’s appointments
  • Inventory what they can and cannot do for themselves
  • Institute learning objectives to teach personal health care
  • Assess the impact of health care issues on post-school plans (job, living, recreation, etc.)
  • Make connections with community health services available after high school (i.e. physical/speech/occupational therapy)
  • Explore continuation of family’s medical insurance, post school.
  • Explore eligibility of MaineCare


  • Assess decision-making competency
  • Inform student of newly obtained rights and responsibilities by the age of majority (18 years old); including education, Americans with Disabilities Act (ADA) & Rehabilitation Act (504)
  • Explore the need for guardianship options
  • Explore the establishment of a special needs trust, as early as possible

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Introduction | Federal Definition of Transition Services
Transition Planning | Critical Connections | Other Useful Information