👣 10 Meaningful Ways to Start Transition Planning in Any IEP—No Matter the Age
Because preparing for the future should grow with your child—not sneak up on them at 16.
Let’s be real: when most people hear “transition planning,” they think paperwork and checklists. Maybe a conversation that starts way too late—“So… what do you want to do after high school?”—and ends with a vague shrug and an awkward silence.
But here's the truth:
Transition planning isn’t a form. It’s a mindset.
It's the lens we use to look at the whole child and ask: What lights them up? What helps them feel confident? What could their future look like—and how do we help them build it, one skill and experience at a time?
Whether a student is in kindergarten or high school, transition thinking belongs in the IEP—and it doesn’t have to be heavy-handed.
Here are 10 ways to weave that future-focused energy into any IEP conversation or plan, regardless of age or grade:
1. Talk About Their Interests, Every Time
Not just “what do they like at school,” but:
What do they do when no one’s telling them what to do?
What makes them feel successful or calm?
What gets them curious?
Interest isn’t fluff—it’s the gateway to engagement, purpose, and future motivation.
2. Build Experiences, Not Just Skills
Instead of drilling the next academic benchmark, ask:
Where can this student try something new?
How can they contribute to something bigger than themselves?
What opportunities can help them feel like a capable human?
Field trips, job shadowing, helping with a classroom task, even exploring a new role in drama or sports—these build identity and agency.
3. Include Kids in the Conversation
Whether they speak up at the IEP table or send a note from home with drawings, there are always ways to invite student voice:
“What’s something you want to get better at?”
“Is there anything you wish adults at school understood about you?”
“What do you hope your day looks like next year?”
Inclusion isn’t just physical—it’s emotional.
4. Name Strengths Like They Matter (Because They Do)
We often speed through strengths on the IEP like it’s an icebreaker. What if we slowed down and asked:
What are this child’s natural gifts?
How do they solve problems their way?
When do they shine, even in unexpected ways?
Start building their identity around those answers—not their deficits.
5. Create Space for Exploration
Let them dabble. Try things. Change their mind. Even young kids can:
Explore different tools and materials
Role-play different jobs or adult roles
Practice short-term projects with a beginning, middle, and end
We don’t expect kids to declare a major at 8 years old—but we can give them room to explore what feels right.
6. Practice Real-Life Problem Solving
Forget the word “functional.” Ask:
What kinds of real-life decisions can they practice now?
What low-stakes risks can they take with support?
What helps them recover when things don’t go as planned?
Whether it’s navigating a hallway conflict or figuring out how to fix a forgotten homework situation—this is future readiness.
7. Build In “Choice Moments”
Choice builds ownership. It can be as simple as:
Choosing how to respond to a prompt
Picking between two routines
Deciding how to show what they’ve learned
These little moments grow the muscle of self-direction—which is at the heart of adult life.
8. Talk About the Future Like It’s a Story, Not a Deadline
Instead of “Where will you live?” try:
“What do you imagine for your life?”
“What kind of space feels like home to you?”
“What would your perfect Tuesday look like as a grown-up?”
The answers may change, and that’s fine. The goal is to start imagining—and to let them know they’re allowed to dream.
9. Encourage Curiosity About the World
Transition planning isn’t just about jobs—it’s about connection to the world.
Read stories about different kinds of people and paths
Ask questions when you're out and about (“What do you think that person’s job is?”)
Talk about how people use their skills in different settings
Curiosity now leads to confidence later.
10. Give Them a Way to Contribute
There is something powerful about feeling useful. Look for ways the student can:
Help another student
Lead part of a class routine
Share their ideas in a real way
Contribution is the root of purpose. And purpose is the root of transition.
💬 Final Thought
You don’t need a special section on the IEP to start building a bridge to the future. You just need the courage to ask:
“How are we helping this child become more themselves every day?”
Let’s start now. Not because it’s required—but because it’s what’s best for kids.
If you’ve seen creative or meaningful ways to weave future-thinking into your IEP conversations, I’d love to hear about them—drop a comment or reach out.
Always Walking With You……..Abbey 👣
