Please ensure Javascript is enabled for purposes of website accessibility Challenge
  • IRIS Center
  • Resources
    • IRIS Resource Locator
      Modules, case studies, activities, & more
    • Evidence-Based Practice Summaries
      Research annotations
    • High-Leverage Practices
      IRIS resources on HLPs
    • Films
      Portrayals of people with disabilities
    • Children's Books
      Portrayals of people with disabilities
    • Glossary
      Disability related terms
    • For PD Providers
      Sample PD activities, planning forms, & more
    • For Faculty
      Top tips, coursework planning, & more
    • Website Navigation Videos
      Getting around our Website & modules
    • New & Coming Soon
      Latest modules & resources
    • IRIS Archived Resources
      Modules, alignment tools, & more
  • PD Options
    • PD Certificates for Educators
      Our certificate, your PD hours
    • Log in to Your IRIS PD
    • For PD Providers
      Sample PD activities, planning forms, & more
    • IRIS+ School & District Platform
      A powerful tool for school leaders
  • Articles & Reports
    • Articles
      Articles about IRIS use & efficacy
    • Internal IRIS Reports
      Reports on IRIS use & accomplishments
    • External Evaluation Reports
      Evaluations of the IRIS Center
    • IRIS Stories
      Our resources, your stories
    • News & Events
      What, when, & where it's happening
  • Help
    • Help & Support
      Get the full benefit from our resources
    • Website Navigation Videos
      Getting around our Website & modules
  • School Counselors: Facilitating Transitions for Students with Disabilities from High School to Post-School Settings
Challenge
Initial Thoughts
Perspectives & Resources

What is the transition planning process for students with disabilities?

  • 1: An Overview of Secondary Transition
  • 2: Person-Centered Planning
  • 3: Transition Planning

What is the school counselor’s responsibility in the transition planning process?

  • 4: Overview of a School Counselor’s Roles for Transition
  • 5: Transition Assessments
  • 6: Post-Secondary Preparation: Education/ Training
  • 7: Post-Secondary Preparation: Employment
  • 8: Post-Secondary Preparation: Independent Living
  • 9: Referrals to Other Agencies

How can school counselors further support successful transition planning?

  • 10: Communication and Collaboration
  • 11: Collaborative Activities for Families
  • 12: Communication with Community Organizations and Other Agencies

Resources

  • 13: References, Additional Resources, and Credits
Wrap Up
Assessment
Provide Feedback

School Counselors: Facilitating Transitions for Students with Disabilities from High School to Post-School Settings

Challenge

View the movie below and then proceed to the Initial Thoughts section (time: 2:01).

/wp-content/uploads/module_media/cou2_media/movies/cou2_chall.mp4

Transcript

Transcript: Challenge

Sandra Montez has always dreamed about her future: dreamed of being a ballerina, a singer, or a model. Throughout the years, her parents have supported their little girl’s aspirations, encouraging her to dream big. Now that she’s fourteen and a freshman at Phelan Junior/ Senior High School, Sandra’s dream has changed a bit. She’s beginning to think about a career in nursing.

Sandra has a mild intellectual disability. Academically, she reads at the fifth-grade level and is able to understand basic arithmetic. Socially, she has had no difficulty making friends in either her general or special education classes. It comes as quite a surprise to Sandra’s mother, then, when Mr. Hunter, the school counselor, tells her that some of Sandra’s teachers have noticed a change in Sandra’s behavior. Once cheerful and easygoing, they say, Sandra has lately seemed quiet and moody. Mr. Hunter suggests that the three of them meet the next day, so that he and Mrs. Montez can try to find out what is troubling Sandra.

The following morning, Mr. Hunter asks Sandra if she can explain what is bothering her. After hesitating a moment, Sandra says she is dumb and doesn’t want to go to school anymore. With further prompting, she reveals that several girls in her home ec. class laughed at her when she told them that she wanted to be a nurse. “You’ll never be a nurse,” the girls had said. Mrs. Montez is understandably concerned and tries to comfort her daughter. From experience, Mr. Hunter understands the importance of helping Sandra to explore her options as she begins the process of achieving her career goals.

Here is your Challenge.

What is the transition planning process for students with disabilities?

What is the school counselor’s responsibility in the transition planning process?

How can school counselors further promote successful transition planning?

Print Friendly, PDF & Email
Back Next
Join Our E-Newsletter Sign Up
  • Home
  • About IRIS
  • Sitemap
  • Web Accessibility
  • Glossary
  • Terms of Use
  • Careers at IRIS
  • Contact Us
Join Our E-Newsletter Sign Up

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Anna Macedonia.

Copyright 2025 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

  • Vanderbilt Peabody College
We use cookies to ensure that we give you the best experience on our website. If you continue to use this site we will assume that you are happy with it.Ok