Jeff's Individualized Transition Plan (ITP) includes activities such as filling out applications, working in an after-school job with a plumber, and receiving tutoring in functional reading skills. Jeff's long-term goal is most likely to

Jeff's Individualized Transition Plan (ITP) includes activities such as filling out applications, working in an after-school job with a plumber, and receiving tutoring in functional reading skills. Jeff's long-term goal is most likely to

• A. attend a four-year technical college
• B. obtain skilled or semiskilled employment
• C. live in a group home with friends
• D. work in a sheltered environment

Answer: (B)

Transition planning for students with significant disabilities focuses on postschool outcomes, especially finding meaningful employment and developing skills that support independent living. The activities described—filling out job applications, working in an after-school job with a plumber, and receiving tutoring in functional reading—show a clear emphasis on practical job-seeking and workplace abilities. These experiences build toward a long-term goal of obtaining paid work that matches the student’s abilities, which is why the goal is framed as skilled or semiskilled employment. Why this fits better than the other ideas: pursuing a four-year technical college focuses on further education rather than direct work readiness demonstrated by the activities. Living in a group home or working in a sheltered environment centers on housing or highly structured, segregated work settings, which don’t align as closely with gaining real-world employment skills seen in Jeff’s plan. The described steps point toward integrated employment where the individual can apply practical skills in a real workplace, making skilled or semiskilled employment the best-fit long-term goal.

Transition planning for students with significant disabilities focuses on postschool outcomes, especially finding meaningful employment and developing skills that support independent living. The activities described—filling out job applications, working in an after-school job with a plumber, and receiving tutoring in functional reading—show a clear emphasis on practical job-seeking and workplace abilities. These experiences build toward a long-term goal of obtaining paid work that matches the student’s abilities, which is why the goal is framed as skilled or semiskilled employment.

Why this fits better than the other ideas: pursuing a four-year technical college focuses on further education rather than direct work readiness demonstrated by the activities. Living in a group home or working in a sheltered environment centers on housing or highly structured, segregated work settings, which don’t align as closely with gaining real-world employment skills seen in Jeff’s plan. The described steps point toward integrated employment where the individual can apply practical skills in a real workplace, making skilled or semiskilled employment the best-fit long-term goal.