Transition Plans

By: Carmen Willings
teachingvisuallyimpaired.com
Updated June 15, 2025
Transition planning is a critical part of preparing students with visual impairments for life after high school. Each student's transition needs will vary based on their interests, abilities, visual functioning, and any additional disabilities. It’s essential to involve students early and meaningfully in both their IEP development and their future planning. Respect for the student's aspirations, culture, and values should guide the process at every step.

​Student Involvement and Self-Determination

As students move through high school, especially in their junior and senior years, they should gradually assume more responsibility for their education and daily living. The Teacher of Students with Visual Impairments (TVI) plays a key role in fostering this independence.
By senior year, students with low vision should:
  • Use optical devices proficiently and know when to use them
  • Advocate for their visual needs in both academic and real-world settings
  • Demonstrate problem-solving skills
  • Take increasing responsibility for organizing materials, managing time, and completing tasks independently
To build self-determination, help students:
  • Set realistic short- and long-term goals
  • Develop a step-by-step plan to reach those goals
  • Make choices in daily routines and academic decisions
  • Understand their strengths, challenges, preferences, and accommodations
  • Learn about their rights and responsibilities in education, employment, and community life

​Components of a Transition Plan

A student's transition plan, required by IDEA to begin by age 16 (or earlier in some states), is a coordinated set of outcome-oriented activities that help the student move from school to post-school life.
These activities should be based on the student’s individual needs, preferences, and interests, and may include:
  • Instruction and related services
  • Community-based experiences
  • Development of employment and other post-school adult living skills
  • Daily living skills instruction
  • Functional vocational evaluation
Transition goals may address a range of post-school activities, including:
  • Postsecondary education
  • Vocational or trade training
  • Integrated and/or supported employment
  • Continuing and adult education
  • Independent living
  • Accessing adult services
  • Community participation

Developing an Individual Plan for Employment (IPE)

For students pursuing employment after high school, a formal Individual Plan for Employment (IPE) may be developed, often in collaboration with Vocational Rehabilitation (VR) services.
The IPE includes:
  • A clearly defined employment goal
  • An outline of services and supports needed to reach that goal
  • A strategy that matches the student’s vocational interests, abilities, and strengths
The IEP and IPE should be coordinated to ensure a unified transition plan.

Transitioning to College

For students whose employment goals include a college degree, transition planning should address:
  • Selecting appropriate colleges or training programs
  • Understanding disability services and how to request accommodations
  • Preparing for independent living, including campus navigation, time management, and social integration
The IEP team should support the student in building the academic, personal, and organizational skills needed for college success.​

How Schools Can Support Transition

Schools play a vital role in preparing students for employment and independent living. The IEP team can:
  • Create work-based learning opportunities (e.g., job shadowing, internships, mentoring)
  • Use career assessments and interest inventories to guide planning
  • Link academic content to real-world applications
  • Teach students how to explain their disability and request accommodations in college and the workplace
  • Align school accommodations with what’s realistically available in postsecondary settings

Transition Resources for Students with Visual Impairments

  • College Bound: A Guide for Students with Visual Impairments (Trief, E., & Feeney, R., AFB Press) A comprehensive resource covering study skills, organization, accommodations, and life on campus.
  • CareerConnect (APH) An employment information resource created by the American Foundation for the Blind and now hosted by the American Printing House for the Blind. Offers tools for career exploration and job readiness. https://aphcareerconnect.org
  • National Technical Assistance Center on Blindness and Visual Impairment (NTAC-BVI) Provides guidance on employment for individuals with visual impairments, as well as resources for educators, families, and employers. https://www.ntac.blind.msstate.edu
  • College Success @ Perkins (Perkins School for the Blind) A post-high school bridge program that prepares students for life and learning in college, with a focus on independence and campus integration. https://www.perkins.org/college-success
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