How should postsecondary goals for a student with disabilities be determined?

• A. Based on grade level standards.
• B. Based on parental expectations only.
• C. Based on interests, strengths, local opportunities, and support needs; align goals with transition services.
• D. Random guess about college major.

Answer: (C)

When planning postsecondary goals for a student with disabilities, the focus should be on the learner’s interests and strengths, what’s realistically available locally, and what supports the student will need to succeed. This student-centered, data-informed approach helps set goals that are meaningful after high school and ties them directly to the services and experiences the IEP will provide. By exploring the student’s preferences, abilities, and the opportunities in the community—such as nearby colleges, vocational programs, internships, and supported employment options—the goals become achievable rather than just aspirational. The plan then coordinates transition services to build the path toward those goals, including coursework, specialized supports, and collaborations with outside agencies when needed. Basing goals on grade-level standards alone focuses on academics without ensuring a clear route to life after high school; relying solely on parental expectations ignores the student’s voice and the real options in the local context; and guessing a college major without exploration and planning misses the broader range of postsecondary possibilities and required supports.