A 17-year-old with a severe intellectual disability begins transition planning and expresses interest in college. Which postsecondary goal is most appropriate to address soon after graduation to prepare for college and beyond?

A 17-year-old with a severe intellectual disability begins transition planning and expresses interest in college. Which postsecondary goal is most appropriate to address soon after graduation to prepare for college and beyond?

• A. Attending classes on social skills and self-care at a center-based adult education program
• B. Living independently in community housing with full autonomy
• C. Enrolling in a four-year university with no supports
• D. Participating only in supported work experiences

Answer: (D)

The main idea here is to build practical, real-world skills through supported experiences so the student can function in the community and work toward more complex goals later. Starting with supported work experiences gives concrete opportunities to learn job tasks, follow schedules, communicate with others, and use needed supports (like job coaching or accommodations) in a setting that mirrors adult life. This creates a solid foundation for independence and self-determination, and it provides a track record that can guide future planning—whether that eventually includes college with supports or other postsecondary paths. The focus on real work experiences also keeps options flexible and reachable, rather than setting an expectation of immediate, unassisted college enrollment or autonomous living that may not yet be feasible. Center-based social/self-care classes, while useful, don’t offer the same level of authentic work and community engagement. And assuming full independent living or a four-year university without supports isn’t realistic at this stage given the student’s current supports and needs.

The main idea here is to build practical, real-world skills through supported experiences so the student can function in the community and work toward more complex goals later. Starting with supported work experiences gives concrete opportunities to learn job tasks, follow schedules, communicate with others, and use needed supports (like job coaching or accommodations) in a setting that mirrors adult life. This creates a solid foundation for independence and self-determination, and it provides a track record that can guide future planning—whether that eventually includes college with supports or other postsecondary paths. The focus on real work experiences also keeps options flexible and reachable, rather than setting an expectation of immediate, unassisted college enrollment or autonomous living that may not yet be feasible. Center-based social/self-care classes, while useful, don’t offer the same level of authentic work and community engagement. And assuming full independent living or a four-year university without supports isn’t realistic at this stage given the student’s current supports and needs.