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22 When children with disabilities are on the cusp of aging out of the educational system and into adult life – typically at age 22 – there is much for their families to think about. Is a job on the horizon? Is post-secondary education a consideration? What are the residential options? At age 22 there is a cliff, as services convert from being an entitlement to becoming voluntary non-entitlement, and are all subject to state regulations and the availability of resources. At least two years prior to this milestone, the need to begin a transition plan and address these potentially life-altering decisions is critical. Preparation for the transition process occurs through the child's school, which is responsible for providing support options to meet post-high school goals to the best of the child's abilities. School districts work in concert with other entities within state government, most notably the Department of Developmental Services (DDS). It's important for families to become well acquainted with the adult service provider network well in advance of their child turning 22, as the smoothest transitions are predicated on a good fit between the individual's needs and the provider's abilities. Take note that each service provider network has a slightly different focus in terms of the populations served. For example, a program focused on providing day services for people with autism will look different from one serving people with significant physical disabilities. The most likely outcome for people who are eligible for services through DDS is funding for day and employment programs. Community Based Day Support (CBDS) services are broadly geared toward younger people, with a goal of getting out into society, exploring employment and engaging in a variety of enrichment activities. Day habilitation programs are designed for people who are older or medically complex. They provide access to regular therapies, such as speech, occupational, physical, and behavioral therapies, and strive to help individuals acquire and maintain the skills needed to live successfully in the community. CBDS is particularly beneficial for young adults who have completed their education. While school systems are quite proactive about exposing students to opportunities in the workplace, there are only so many hours in the day that educators can focus their attentions on introducing these employment and volunteerism prospects. As such, students moving forward to their adult lives may be unaware of the breadth of opportunities that exist within their own community. Here is where provider organizations can get people involved in a transitional step known as group employment. This step can greatly benefit those who are unsure if they want a job, but recognize the importance of securing employment; or those who are being encouraged by parents/family members to seek employment yet are anxious about taking this major life leap. Group employment allows for more of a gentle transition. In this scenario, first-time employees work part-time at local businesses within a small group setting and are accompanied by a staff person from the provider organization. Typical jobs include restocking shelves at grocery stores or cleaning and hanging clothes at department stores, but there is no real limit to the kinds of jobs and settings where group employment can, and does, occur. IT-related posts provide great opportunities for those with autism in particular. Scanning and organizing documents, categorizing files, and shredding are just a few of the Preparing for What's Next after Your Child Ages Out of the Educational System Written by Christopher White, Ed.D., CEO of Road to Responsibility