Abstract
When transitioning from school to adult life, young adults, their families, and teachers typically focus on the outcome. Does the young adult successfully make the change from high school to college or high school to work? Although an emphasis on outcomes is important, positive outcomes cannot be achieved in the absence of efforts to improve what occurs during the period when youth are being prepared for life after school - or the transition process.
The authors argue that a truly inclusive transition process needs to be based on students with IDD having the same chance to explore their interests and discover postsecondary options that fit their dreams for the future as their peers without disabilities. Experiences restricted to, "what is available," do not meet the intent of federal transition legislation (IDEA, 2004) or the guidelines laid out in the more recent WIOA (2014) and CRPD (United Nations, 2006).