During the transition years, parents and educators are planning for the future with and for their youth with special needs. They consider education and training, housing, employment, and recreation. However,

"often health issues are avoided--such issues as medications, treatments, appointments, general health maintenance, sexuality, communication with health professionals, and self advocacy in health care. Health is not a part of the usual transition plan, despite the fact that it has an influence over all the other parts of the transition."

-Speak Up for Health: Planning for Self Advocacy in Health Care

For teens with Individualized Education Plans (IEPs), health goals can be included in the goals for transition, and health goals may be included in a child's IEP early on. (See the Adolescent Autonomy Checklist for ideas for health goals.) School nurses can be included as members of the school transition team, even if they have not been involved with a teen before. The teen's health care provider and/or public health nurse may also be included on the school transition team.

School nurses, psychologists, and/or counselors may want to organize support groups for teens without IEPs. Or, they could provide information to families and students via school communication systems (such as school newsletters) regarding support groups in the community for specific disabilities and regarding disability entitlements and services. For example, the Division of Vocational Rehabilitation (DVR) in Washington state has assigned a DVR counselor to each of the state's high schools. These counselors are available to students with disabilities to help them determine future work goals and to provide and help identify services that will enable students to reach those work goals.