![](https://www.proofalliance.org/wp-content/themes/proofalliance/images/home_curve.png)
When Your Child Becomes an Adult
As your child becomes an adult, they will need your continued guidance and support. Getting ready to go out in the world as a young adult is an exciting and overwhelming time. When the young person has a disability like FASD, it’s especially helpful to plan ahead for that transition.
![](https://i0.wp.com/www.proofalliance.org/wp-content/uploads/2021/06/textimage_4_NativeAmericanWomanSmiling2.jpg?fit=787%2C1016&ssl=1)
Skill Building & Self-Awareness
Young adults with an FASD may face obstacles, but research shows that the development of self-determination skills will help them be successful in adulthood. Explore ways to help your child develop their skills in critical thinking, self-advocacy and self-awareness. Help them identify their unique interests, strengths and weaknesses. This foundation will help them as they transition to adulthood.
![](https://i0.wp.com/www.proofalliance.org/wp-content/uploads/2021/04/Text_Image_26_5_woman-laughing.jpg?fit=787%2C1016&ssl=1)
Academic Transition
The Individuals with Disabilities Education Act (IDEA) requires that you plan for your child’s transition to adulthood.
- Transition services are intended to prepare students to move from the world of school to the world of adulthood.
- Transition planning begins during high school at the latest. IDEA requires that transition planning starts by the time the student reaches age 16.
- Transition planning may start earlier (when the student is younger than 16) if the IEP team decides it would be appropriate to do so. o Transition planning takes place as part of developing the student’s Individualized Education Program (IEP).
- The IEP team (which includes the student and the parents) develops the transition plan.
- The student must be invited to any IEP meeting where postsecondary goals and transition services needed to reach those goals will be considered. o In transition planning, the IEP team considers areas such as postsecondary education or vocational training, employment, independent living, and community participation.
- Transition services must be a coordinated set of activities oriented toward producing results.
- Transition services are based on the student’s needs and must consider his or her preferences and interests.
![](https://i0.wp.com/www.proofalliance.org/wp-content/uploads/2021/06/textimage_13_WomanOnThePhone.jpg?fit=787%2C1016&ssl=1)
Specific Domains of Adulthood
The specific domains of adulthood that need to be addressed during transition planning are:
- Postsecondary education
- Vocational education
- Integrated employment (including supported employment)
- Continuing and adult education
- Adult services
- Independent living
- Community participation