Start at 14: Early Planning for Services, Waivers, and Work

One of the most effective ways to address the gap between school and adult services is to start planning early. While federal law under the Individuals with Disabilities Education Act (IDEA) mandates that transition planning begin no later than age 16, some states, like Texas, initiate it at age 14 or earlier depending on student needs¹. These planning meetings, typically conducted through the student’s Individualized Education Program (IEP), must include measurable postsecondary goals and the transition services needed to reach those goals. However, many families don’t fully grasp the significance of these early discussions. They may attend annual ARD/IEP meetings without realizing that transition planning is a critical feature, not merely a checkbox.

As practitioners, we must emphasize to families that transition planning is not a singular conversation but an evolving process. It involves identifying the student’s strengths, preferences, and interests, and matching those with realistic postsecondary outcomes. Collaboration is essential. Schools, families, adult service providers, and in some cases employers, need to be part of the transition conversation well before graduation. For example, vocational rehabilitation agencies can begin working with students while they are still in school, offering pre-employment transition services like job exploration and work-based learning experiences². The earlier these supports are integrated, the smoother the transition to adult life becomes.

Municipal Models of Early Transition Success

One practical example from San Antonio, Texas, illustrates this well. The city’s Independent School District (SAISD) partners with the Texas Workforce Commission and local employers to facilitate a program called “Career Explorers.” This initiative enables students with disabilities to participate in job-shadowing and paid internships beginning in 9th grade. These experiences are coordinated through the student’s IEP and monitored by both school staff and vocational counselors, ensuring alignment with long-term goals. The program has seen measurable success in postsecondary employment rates for participants and serves as a replicable model for other municipalities.

Another case worth noting comes from Fairfax County, Virginia, where the school district and the Department of Family Services developed a cross-agency transition planning toolkit. This toolkit is introduced to families when students enter middle school and is revisited annually. It includes timelines, agency contact information, and a checklist of transition action items. This proactive approach has improved family engagement and helped bridge service gaps by fostering early and consistent collaboration among schools and community partners.

Clarifying the Shift in Eligibility from School to Adult Services

Another source of confusion for families is the stark difference in eligibility criteria between school-based and adult services. Under IDEA, students are entitled to services that support their access to a free appropriate public education (FAPE). These services are proactive and based on educational need. However, once a student exits the public school system, adult services operate under different laws and funding mechanisms. Services are no longer guaranteed and are often contingent upon eligibility determinations, availability of resources, and waitlists.

For instance, agencies like the Texas Health and Human Services Commission (HHSC) manage Medicaid waiver programs for individuals with intellectual and developmental disabilities. These programs offer critical supports such as residential options, day programs, and personal attendants. However, the waitlists for these services can span decades³. Parents who assume that support will continue uninterrupted after graduation are often shocked to discover that their child’s eligibility must be reassessed under entirely new criteria. This is why we advise families to apply for services early, even if they do not expect to need them immediately. Being proactive can help mitigate the long delays that often leave families without support during critical transition years.

Proactive Community Engagement and Information Campaigns

A municipal example from Austin, Texas, highlights proactive engagement. The city’s Intellectual and Developmental Disability (IDD) Task Force convenes quarterly with representatives from public schools, HHSC, and local nonprofits. One of its core functions is to educate families about the shift in service eligibility and help them initiate Medicaid waiver applications by age 14. The task force also developed a citywide informational campaign, including translated materials and community workshops, to ensure equitable access for non-English-speaking families.

In Denver, Colorado, the local government collaborated with Denver Public Schools and the Colorado Department of Human Services to create the "Bridge to Life" program. This initiative includes a series of pre-graduation planning fairs where families can meet with adult service providers, complete intake forms, and receive assistance with eligibility documentation. The fairs are held at community centers and are staffed by municipal caseworkers, school transition coordinators, and legal aid volunteers. This multi-agency approach has significantly reduced postsecondary service gaps and improved continuity of care for students transitioning into adulthood.

Case Example: Successful Transition through Supported Employment

To illustrate how early planning and agency collaboration can lead to successful outcomes, I recall a student I assessed in elementary school who had a na