Examples of Postsecondary Goals for Student With High Support Needs
(Severe and Multiple Disabilities)
Underlying Assumptions

All students, regardless of the severity of the disability, must have a postsecondary goal in
the areas of education/training, employment and if needed, independent living.

There are hundreds of examples of students with moderate and severe disabilities working
competitively with supported employment services in Indiana. Success occurs when an
individual is given the proper supports and a good job match.

There is an expectation that all students will work toward a career pathway. This
expectation is for all students. . . .

There will always be a few “outliers” or exceptions to the rule (think of the bell curve). We
know there are some students with high support needs that require medical and other
therapeutic supports. This should be documented throughout the IEP so it is obvious to the
outside reviewer.

If a family is adamant that a student will be remaining at home after high school, (e.g., will
not be working or participating in any education and training activities), then the family’s
request and the medical/therapeutic needs and situation should be documentation of
throughout the IEP. Again, these scenarios are a very small number compared to the
majority of students on IEPs.

From a compliance standpoint, there may be a few “outliers” that can’t meet compliance
due to family requests, therefore it should be noted. The Department of Education is
looking for more systemic issues (many IEPs out of compliance)-not just 1 or 2 because of
high support needs.
What follows are a few examples of postsecondary goals for students who might be
considered “exceptions to the rule”.
Education and Training:
– Upon completion of high school, I will participate in a program designed to provide
habilitative and vocational training with medical and therapeutic supports
– After high school, I will participate in training offered through_________ (e.g., if you
have made the connection with the adult service provider in your local community).
– After high school, I will participate in a center-based program designed to teach daily
living skills along with community and social integration.
– After high school, I will participate in a center-based program with an adult curriculum,
receiving services to increase her stamina and mobility to prepare her for work.
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Employment:
– After high school, I will receive employment services from ___ agency to participate in
supported self-employment.
– After high school, I will obtain a job based on my interests and support needs with the
proper supports.
– After high school, I will obtain a job based on my interests and support needs after
completing the necessary training.
– After high school, I will obtain employment in a supported environment.
– After high school, I will obtain supports from “adult agency” or_____ to work toward a
career through volunteering and job shadowing.
– After high school, I will volunteer at________(e.g., the public library checking materials
in and out using the electronic scanning system, shredding, etc.) with the support from
an adult provider that will lead to employment.
Independent Living:
– After high school, I will live at home with my parents and participate to the maximum
extent possible in my daily routines (e.g., dressing, feeding, bathing, choice-making, etc.)
and environment through technology.
– After high schools, I will participate in integrated community recreational activities
related to music and art at the various community settings (e.g., museums, community
college, parks and recreation).
– After high school, I will effectively utilize an augmentative communication device
throughout my daily routines to express my wants and needs in all settings.
– After high school, I will live at home with my parents and participate to the maximum
extent possible in my daily routines (e.g., dressing, feeding, bathing, choice-making, etc.)
through partial participation.
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