Transition Planning Without an IEP
Six tips to support the transition to adulthood for students with disabilities—whether or not they receive IEP services.
This month, I had the opportunity to present at a large conference focused on supporting learners with disabilities across all stages of education. My sessions focused on transition assessment and planning—my area of expertise and passion.
One moment that really stuck with me came during my first presentation, when two young adults with disabilities introduced the session. I had the chance to speak with them beforehand and was genuinely impressed by their insight, confidence, and willingness to engage in a session designed mostly for professionals.
Later that day, one of the students came to find me again—this time with a parent. He’d spent part of the afternoon reflecting on the presentation and had shared that he wanted to participate in the kind of transition assessment and planning I had described. Unfortunately, this student had recently shifted from receiving IEP services to a 504 plan and was no longer eligible for school-based IEP transition services.
Nevertheless, as I shared with this student and his parent, the beauty of transition planning is that the framework can still be used to support any student—whether or not they have an IEP, and even in the absence of a formal diagnosis. We just need to be creative and resourceful in how we apply it.
With that in mind, here are six tips for supporting the transition to adulthood for students with disabilities who are not receiving IEP services.
1. Transition assessment doesn’t have to be formal.
Anyone can use basic assessment tools—such as career interest inventories or life skill and college readiness checklists—to learn more about their strengths, interests, and preferences (SIPs). Parents or others who know the student well can also provide their perspective in this format. Alternatively, the student might work with a coach or counselor who can help guide the process. Students can then use what they learn from these assessments to set long-term goals and take short-term steps to work toward achieving them. Successful transition isn’t about having the right paperwork—it’s about planning with purpose.
There are many great online resources that organize transition assessment ideas and provide linked access to both free and paid tools. NextSteps New Hampshire, the Indiana Secondary Transition Resource Center, and the National Technical Assistance Center on Transition: the Collaborative (NTACT:C) are just a few organizations that host comprehensive collections of transition planning resources.
2. Anyone can have a team.
Even without an IEP, students can build a “transition team” made up of trusted individuals—parents, siblings, extended family, teachers, coaches, counselors, family friends, mentors, private providers, or even older peers—who can help them explore options and reflect on their needs. Building a team—and knowing who your people are—is also great practice for networking, a skill that becomes critical in adult life.
3. Learn your rights under Section 504 and the ADA.
While 504 plans don’t require formal transition services, students with disabilities still have legal rights to access, to reasonable accommodations, and to protection from discrimination. A great resource for learning about these rights is The 411 on Disability Disclosure—a student-friendly workbook that helps young people understand how and when to disclose a disability in order to exercise their rights and advocate for themselves. Organizations like the PACER Center, Wrightslaw, and the Learning Disabilities Association of America also provide helpful legal guidance and resources for students, families, and educators.
4. Tap into community-based resources.
While transition services through public schools are only available to students with IEPs, there are excellent community agencies and providers that can support informal planning for students outside of special education.
State vocational rehabilitation (VR) agencies offer services to individuals with disabilities—even if they don’t have an IEP. During high school, students are entitled to pre-employment transition services (Pre-ETS), which may include job exploration counseling, work-based learning experiences, counseling on postsecondary education options, workplace readiness training, and instruction in self-advocacy. After students exit K–12 education, VR services may expand to include career counseling, job placement assistance, and support with postsecondary education or training.
Students with disabilities may also receive support through Independent Living Centers, which exist in every state. And regardless of disability status, anyone can access American Job Centers, many of which offer youth-specific services and training opportunities.
5. Build self-awareness and self-advocacy early.
If you’ve read my previous articles, you’ve likely heard me preach about the critical nature of building self-determination skills as a foundational steppingstone to success and satisfaction in adult life. Even when students are not on IEPs, they need to learn how to describe their strengths, name their challenges, and advocate for their needs.
There are very few places in adult life where help will be offered without someone asking for it. And in some cases, help can’t be provided unless a person specifically identifies that they have a disability and requests specific accommodations. That’s why we have to focus on building self-advocacy skills early—and students need opportunities to practice and generalize those skills often.
Fortunately, there are several excellent tools that students can use independently or with adult support. The Zarrow Institute offers many excellent (and free) tools on self-determination to help teens prepare for adult decision-making and independence. Charting the LifeCourse also provides powerful tools for helping students and families organize their ideas, articulate their vision, and identify meaningful goals. The I’m Determined project provides interactive planning tools and videos specifically designed for students with disabilities. For those exploring college options, Going to College is a great resource that helps students reflect on their strengths and needs while learning about campus life and planning for success after high school.
6. Get work experience and career-technical education now.
One of the most powerful predictors of postsecondary success is participation in meaningful work experiences and career-focused education before high school graduation. Even outside of special education, students and families can look for ways to plan a thoughtful course of study during the high school years.
This might include integrating academic and vocational coursework—especially when there’s an opportunity to earn certifications or build real-world problem-solving skills. Sequenced coursework that prepares students for a specific job or career pathway has also been shown to significantly improve outcomes in both employment and postsecondary education.
Hands-on learning—whether in school or out in the community—can be especially impactful when aligned with jobs that are actually available in your area. Job shadowing, internships, apprenticeships, volunteer experiences, and especially part-time work can all help students explore potential career paths, develop work readiness, and build confidence. And make sure also to pay attention to the development of soft skills like communication, time management, and teamwork—alongside the technical skills needed for future success.
Final Thoughts
While formal transition planning is tied to an IEP, any student can benefit from a person-centered approach to planning for the future. Whether or not a student has a documented disability or access to school-based services, we all deserve support in working toward a meaningful, empowered adulthood.
If you’re parenting or supporting a student without an IEP who still needs help preparing for postsecondary life, I hope this list gives you a few new tools to get started.
P.S. Share in the comments your favorite transition planning resources that I haven’t mentioned in the article.
