Achieving successful transitions from school to work and adult life starts with all children receiving a good education. There are a number of other factors that have been identified as important to the successful transition of youth with disabilities (and all youth). These include:
- Schools provide youth with disabilities with a quality inclusive education. This means that youth with disabilities learn in regular classrooms and actively participate in classroom and school activities. Having a quality education means that youth with disabilities learn subjects and skills that will prepare them for work and adult life after high school.
- People with disabilities learn to make decisions for themselves about their futures. Youth with disabilities learn to speak for themselves, set their own goals and be active participants in planning for ways to achieve those goals.
- Family and friends of youth with disabilities play an important role in planning for the transition from school to work and life in the community.
- Transition planning takes place long before an individual graduates from high school. Transition planning is well coordinated and based on achieving specific goals for youth with disabilities.
- Youth with disabilities have useful work experience during the high school years.
- Since some youth with disabilities may need ongoing supports and services to work in the community, steps are taken during the school years to make sure these supports and services are available.