Life After High School: Transition Planning for Young Adults with IDD & Autism

For most families, the end of high school is a major milestone. But for families of young adults with intellectual and developmental disabilities (IDD/ AUTISM), it marks the beginning of a much bigger transition—one that requires careful planning, strong supports, and clear communication.

Life after high school can look different for every young adult with IDD/ AUTISM.

Whether the goal is employment, further education, independent living, or continued skill-building, the transition process is filled with both opportunities and uncertainties. The good news? With the right preparation and a solid team, this next chapter can lead to a life of purpose and personal growth.
In this blog, we’ll walk through what to expect, how to prepare, and how to navigate this life-changing phase with clarity and confidence.


What Is Transition Planning?

Transition planning is the process of preparing a young person with IDD/ AUTISM for life after high school. It’s required under federal law as part of the Individualized Education Program (IEP) and typically begins by age 14 in Pennsylvania, though planning becomes more robust around ages 16–18.

Transition planning focuses on building the bridge from school-based services to adult life, including:

• Employment or vocational training
• Post-secondary education or ongoing learning opportunities
• Independent or supported living
• Transportation and mobility skills
• Life skills (cooking, budgeting, hygiene)
• Legal decision-making (guardianship or supported decision-making)
• Self-advocacy and community participation

What to Expect: The Transition Process

🧭 The Shift from School to Adult Services

In Pennsylvania, students with disabilities may receive special education services until the end of the school year, in which they turn 22. After that, educational services end, and the individual transitions fully to adult systems of support. This process takes planning—services do not automatically carry over.

📋 A Transition Plan Built Into the IEP

A quality IEP should include:

• Student-centered goals for life after high school
• Measurable objectives that support skill development
• Community-based experiences such as job shadowing or volunteering
• Collaboration between school staff, the student, and family

​🔍 Exploration and Assessments

​The team may conduct or arrange:

• Career interest inventories
• Functional skill assessments
• Independent living evaluations
• Trial work experiences or internships

After-School & Post-Secondary Options

Before aging out, many families also ask, “What can my young adult do after school hours or during breaks?” Options can include:

• After-school programs that focus on social skills, recreation, or tutoring
• Community-based programs funded through waivers (e.g., Community Participation Support)
• Day programs or clubs for continued learning or creative expression
• Volunteering or part-time employment with coaching
• Peer support and inclusive community events

Planning for after-school hours helps establish routines, promote social inclusion, and prevent isolation. These experiences also help the individual—and the family—prepare for what life will look like after graduation.


Supports Needed for a Successful Transition

A successful transition doesn’t happen in isolation. It takes a village of both paid supports and natural supports:

✅ Paid Supports

• School-based transition coordinators
• Office of Vocational Rehabilitation (OVR) counselors
• County Supports Coordinators
• Job coaches and employment specialists
• Waiver-funded services (e.g., CPS, residential, in-home supports)
• Behavioral or mental health professionals

🤝 Natural Supports

• Family members and guardians
• Friends and peer mentors
• Faith-based or community groups
• Coaches, neighbors, or local mentors
• Inclusive clubs and recreational groups

Using both paid and natural supports ensures that the young adult is surrounded by a team that is not only trained, but also emotionally invested and integrated into their everyday life. Building these relationships early fosters long-term success and a sustainable support network.


Using Charting the LifeCourse as a Planning Tool

One of the most helpful and widely used resources in transition planning is the Charting the LifeCourse framework. Developed by families for families, it’s a powerful tool that helps individuals and their supporters think about life outcomes and how to get there.

Charting the LifeCourse includes:

• Person-centered vision tools to help define what a good life looks like
• Integrated supports star to explore formal, informal, and personal supports
• Trajectories that help map goals and potential obstacles
• Daily and long-term planning tools that grow with the individual

This framework is ideal for guiding transition discussions with schools, providers, or at home. It empowers individuals to lead their own planning and helps families shift from a focus on services to a focus on life outcomes.

You can learn more and access free tools at www.lifecoursetools.com.


Common Challenges—and How to Overcome Them
❗ Challenge: Losing School Structure

Overcome it by: Building daily routines at home, connecting early with service providers, and transitioning slowly with part-time program involvement.

❗ Challenge: Navigating Adult Services

Overcome it by: Meeting with your Supports Coordinator early, applying for waiver programs ahead of time, and attending local resource fairs.

❗ Challenge: Readiness for Independence

Overcome it by: Practicing life skills early and often—laundry, hygiene, cooking, transportation, and time management all build confidence and ability.

❗ Challenge: Limited Community Options

Overcome it by: Advocating at the local level for inclusive spaces, leveraging both waiver-funded and free public resources, and exploring hybrid or creative solutions.


The Role of Education and Outreach

Families often don't know what they don’t know. That's why education and outreach are essential parts of successful transition planning.

Look for:

• Transition fairs and webinars hosted by school districts or advocacy organizations
• Family trainings on adult service systems and legal topics
• Outreach events that introduce local service providers and post-secondary programs
• Peer-led forums or support groups

Tutelage Residential Services and other providers can be great partners in offering education and navigating resources. The more informed the family and young adult are, the more empowered they are to make meaningful, self-directed choices.


How Tutelage Residential Services Supports Transition

At Tutelage, we take a holistic, person-centered approach to transition.

We provide:

• Community Participation Support (CPS) for skill-building, socialization, and community access
• Residential options that foster independence and daily living skills
• Employment and volunteer readiness coaching
• Life skill training in budgeting, hygiene, cooking, and time management
• Family guidance and coordination with school-based teams and adult providers
• Support with navigating waiver services and building long-term service plans

Our team focuses on empowering the individual and supporting the family—because a successful transition uplifts everyone.


Final Thoughts: The Journey to Adulthood Can Be Empowering

Transitioning into adulthood is a big step, and for individuals with IDD/ AUTISM, it brings unique considerations—but also unique opportunities. With the right planning, a supportive team, and individualized goals, this phase can be exciting, empowering, and full of possibility.

Your young adult deserves a future that includes choice, connection, and growth. Start early, involve them in every step, and remember, this is not just about leaving school—it’s about building a life.


Need help planning next steps or exploring services?

Tutelage Residential Services is here to support families and individuals through the transition process—from high school to adulthood, and beyond.

Contact us today to learn how we can be part of your journey.
 
Let’s build something meaningful—together.