Speakers encourage early transition planning and student self-advocacy starting as young as 14

Ivan recommended starting transition planning by age 14 and tying goals to real-life outcomes such as typing or resume-reading rather than only classroom academics. "For me, that's just too old. I wanna try and kinda work on this thing since 14," he said, urging earlier incorporation of work-related and daily-living skills into IEPs.

Presenters suggested curricula and resources (Project 10 "Standing Up for Me") to teach self-advocacy and supported classroom activities where older students speak briefly to their teams. They argued that letting students describe their preferences and what helps them in class leads to better, more individualized plans and smoother transitions after high school.