Transition goals for independent living, employment, and education should be based on what?

• A. Standardized tests alone.
• B. District curricular standards alone.
• C. Interest assessments along with expressed interests.
• D. Parental preferences only.

Answer: (C)

Transition planning for independent living, employment, and education should center on the student's interests and expressed preferences. Using interest assessments helps uncover what motivates the student, what kinds of activities they enjoy, and potential career and living paths that fit their strengths. When those findings are paired with what the student actively expresses they want to pursue, the goals become meaningful and motivating, and the steps to reach them—skills to develop, experiences to gain, supports to arrange—are more clearly defined. Relying only on standardized tests misses personal motivation and real-world aspirations; focusing only on district curricular standards emphasizes academic content rather than postsecondary outcomes; and basing goals solely on parental preferences overlooks the student’s own voice and readiness. By grounding transition goals in both measured interests and the student’s own expressed desires, plans become genuinely student-centered and more likely to lead to successful independent living, employment, and continued education.