California resource
In California, students with IEPs can remain in special education until their 22nd birthday. But the real work — adult services, employment, housing, benefits — must begin years before that final day. Here's the full picture and what to do when.
Federal law (IDEA) defines transition services as a coordinated set of activities designed to help a student move from school to post-school life — including post-secondary education, vocational training, employment, independent living, and community participation.
By the time your child turns 16, their IEP must include measurable postsecondary goals and the transition services the school will provide to help reach them. This is not optional, and vague goals ("will be employed someday") do not meet the legal standard.
California's special education eligibility runs to age 22 — one year longer than the federal minimum. Students who remain in school past age 18 are typically placed in community-based transition programs focused on employment, independent living, and adult skills rather than traditional academics.
Housing and adult services waitlists can take years — sometimes a decade or more.
Regional Center-funded adult day programs, supported living, and residential services often have multi-year waitlists in California. Join every applicable list at age 18 and keep in regular contact with your Regional Center. Do not assume services will be available the day your child leaves school.
Age 14–15
Start transition conversations
California encourages districts to begin informal transition planning as early as 14, though it is not legally required until 16. This is the time to begin exploring your child's strengths, interests, and long-term vision. Transition assessments — surveys, interviews, and vocational evaluations — help identify goals before the formal IEP transition plan is written.
What to do: Request a transition assessment and ask the IEP team to add transition-related goals even if formal transition services aren't yet required. Start a file of your child's interests, what motivates them, and what independence looks like for your family.
Age 16
Transition IEP is required
By the IEP in effect when your child turns 16, federal law (IDEA) requires the IEP to include: measurable postsecondary goals in education/training and employment (and independent living, if appropriate); transition services designed to help your child reach those goals; and a list of which agencies outside the school will be involved. Your child must be invited to their own IEP meeting.
What to do: Ensure the IEP includes postsecondary goals that are specific and measurable — not vague statements like 'will get a job.' Ask what transition services are being provided, by whom, and how progress will be measured. Confirm your child was invited to the meeting.
Age 16–17
Connect with the Department of Rehabilitation
The California Department of Rehabilitation (DOR) provides vocational rehabilitation services to help individuals with disabilities prepare for, find, and keep competitive employment. Students can apply as early as age 16. DOR can fund job training, college costs related to a vocational goal, supported employment job coaching, assistive technology, and more. The school district is required to invite DOR to IEP meetings when their participation is appropriate.
What to do: Contact your local DOR office and request an appointment for a vocational evaluation. Ask the school to invite a DOR counselor to your child's next IEP meeting. Do not wait until age 22 — DOR has waitlists.
Age 17
Plan for the transfer of rights at 18
When your child turns 18, all rights under IDEA transfer from you (the parent) to your child — including the right to consent to evaluations, sign the IEP, and make educational decisions. The school must notify you of this transfer at least one year before your child's 18th birthday. If your child cannot make informed decisions independently, you have options: supported decision-making agreements, educational rights forms, and in some cases, legal conservatorship.
What to do: Discuss transfer of rights with your child's Regional Center Service Coordinator and an attorney if needed. Explore supported decision-making as an alternative to conservatorship — it preserves more of your child's autonomy. Do this before the birthday, not after.
Age 18
Rights transfer — apply for adult benefits
At 18, your child may be eligible for Supplemental Security Income (SSI) from Social Security. This is a monthly income benefit for individuals with disabilities who have limited income and resources. Apply as soon as possible — the process takes months and there is no retroactive payment. Also verify your child's continued eligibility with the Regional Center, which will update the Individual Program Plan (IPP) for adult services.
What to do: Apply for SSI at SSA.gov or your local Social Security office immediately after your child's 18th birthday. Notify the Regional Center that your child has turned 18 and ask what changes in their IPP and service funding.
Age 18–21
Use remaining school years strategically
Students in California can remain in special education until their 22nd birthday (the end of the school year in which they turn 22). These extra years are valuable for building real-world skills: community-based instruction, internships, work experience programs, and independent living skills. Graduates who receive a high school diploma lose special education eligibility — a certificate of completion preserves it.
What to do: Review whether a diploma or a certificate of completion is the right path for your child. A diploma closes the door to special education services permanently. A certificate preserves eligibility through age 22. Ask the IEP team what work experience and community-based programs are available in your district.
Age 21–22
Plan for life after school
In the final year of eligibility, the IEP team should be focused entirely on the handoff to adult life. This includes confirming adult Regional Center services are in place, connecting with any day programs or supported employment providers, verifying housing plans, and ensuring all benefit applications have been approved. The goal is zero gap between the last day of school and the start of adult supports.
What to do: At least 6 months before exit, confirm the following are in place: Regional Center IPP with funded adult services, DOR case open or closed with a plan, SSI approved, any housing waitlists joined (these can take years), and a clear daily schedule for after school ends.
At age 18, all IDEA rights — including consenting to evaluations and signing the IEP — transfer from the parent to the student. The school must notify you of this at least one year before your child's 18th birthday. These are your options for staying involved.
Supported Decision-Making
An agreement where trusted people help your child understand decisions and communicate their choices — without taking away their legal rights. This is less restrictive than conservatorship and is preferred when possible.
Educational Rights Designation
Your child can sign a form designating you (the parent) to continue receiving educational notices and participating in IEP meetings. This does not give you legal decision-making authority, but keeps you informed.
Lanterman Conservatorship
For individuals who cannot make safe decisions independently, a court can grant a parent conservatorship under the Lanterman Developmental Disabilities Services Act. This is a significant legal step — consult an attorney and consider alternatives first.
Limited Conservatorship
California courts can grant conservatorship over specific domains only (medical, financial, education) rather than all decisions. This preserves more of your child's autonomy while still protecting areas where they need support.
School ends, but support doesn't have to. These are the main systems your child may be eligible for after exiting special education.
Regional Center (IPP)
If your child remains eligible, the Regional Center continues as a lifelong support system. The IFSP becomes an IPP (Individual Program Plan), and services shift to adult supports: day programs, supported living, respite, and behavior services. Some services the school provided will now be funded by the Regional Center.
Department of Rehabilitation (DOR)
DOR provides vocational rehabilitation to help individuals with disabilities enter or maintain competitive employment. Services include job training, job placement support, job coaching (supported employment), assistive technology, and funding for post-secondary education tied to a vocational goal.
Post-Secondary Education
Community colleges and universities are required to provide accommodations to students with disabilities under the ADA and Section 504. Students transitioning to college will need a 504 plan (not an IEP) and must self-identify and request services through the campus Disabled Students Programs and Services (DSPS) office.
Housing and Independent Living
Regional Centers can fund supported living services that help individuals live in their own home with assistance. However, waitlists for housing supports and residential programs can be years long. Join any applicable waitlists as early as age 18 — do not wait until your child is about to exit school.
SSI / Social Security
Supplemental Security Income (SSI) provides monthly payments to individuals with disabilities who have limited income and resources. At age 18, Social Security re-evaluates eligibility using adult criteria, which is stricter than childhood criteria. Apply early and work with the Regional Center if the initial application is denied.
High School Diploma
Certificate of Completion
This is one of the most consequential decisions in the IEP process. Discuss it carefully with the team and, if needed, with an advocate before agreeing to a diploma pathway.
Bring this to every IEP meeting from age 16 onward.
What are my child's postsecondary goals, and are they specific and measurable?
What transition services are in the IEP, and who is responsible for each one?
Is my child invited to and participating in their own IEP meetings?
Has a transition assessment been completed? Can I have a copy?
Has the team contacted the Department of Rehabilitation? Has a DOR counselor been invited to this meeting?
What work experience or community-based instruction is available? Is my child participating?
Will my child graduate with a diploma or a certificate of completion, and what does each mean for future services?
What agencies outside the school district will be involved in my child's adult life, and are they part of the IEP?
What housing waitlists should we be joining now?
What are our options regarding transfer of rights at age 18?