Your child is 14, and suddenly the school is talking about “transition planning.” Or maybe they’re 17, graduation is approaching, and you’re realizing you have no idea what happens when school services end. Perhaps they’ve already graduated, and you’re facing what many Maryland families call “the services cliff”—that terrifying moment when the robust support system of special education disappears.

If you’re feeling overwhelmed, unprepared, or genuinely scared about your teen’s future, you’re not alone. Transition planning—preparing your child with autism for life after high school—is one of the most important and least understood parts of the autism journey.

At The Learning Tree ABA, we understand that this transition isn’t just about finding a job or picking a college. It’s about helping your child build a meaningful, fulfilling adult life. This comprehensive guide will help Maryland families navigate transition planning with confidence, clarity, and hope.

What Is Transition Planning?

Transition planning is the federally mandated process of preparing students with disabilities for life after high school. Under the Individuals with Disabilities Education Act (IDEA), transition planning must begin by age 14 in Maryland, though it can start earlier if the IEP team determines it’s appropriate.

The Goal of Transition Planning

Transition planning focuses on helping your teen develop skills and access services in key areas of adult life:

  • Postsecondary education (community college, vocational training, or four-year universities)
  • Employment (competitive employment, supported employment, or customized employment)
  • Independent living (self-care, managing money, transportation, housing)
  • Community participation (recreation, relationships, civic engagement)

The transition plan becomes part of your child’s Individualized Education Program (IEP) and should reflect your teen’s strengths, interests, and vision for their future—not just what seems “realistic” to others.

Understanding Maryland’s Transition Timeline

Maryland has specific requirements and resources for transition planning. Here’s what you need to know:

Age 14: Transition Planning Begins

  • First transition plan added to IEP
  • Assessment of your teen’s strengths, preferences, and interests begins
  • Exploration of postsecondary goals starts
  • Your teen should be invited to IEP meetings

Age 16: Planning Intensifies

  • More detailed transition assessments
  • Connection with outside agencies begins (Division of Rehabilitation Services – DORS, Developmental Disabilities Administration – DDA)
  • Work-based learning experiences may start
  • Focus on self-advocacy and self-determination skills

Age 17-18: Critical Preparation Year

  • Application to DDA (Developmental Disabilities Administration) if your child will need adult services
  • Referral to DORS (Division of Rehabilitation Services) for vocational services—can happen up to 2 years before graduation
  • Guardianship considerations (if appropriate)
  • Benefits planning (SSI, SSDI, Medicaid)

Age 21-22: Services End

  • Special education services end when your child graduates with a diploma OR turns 22 (whichever comes first)
  • Transition to adult service system
  • Certificate of completion students can continue receiving services until age 22

Critical Maryland Tip: Even if your child receives a Certificate of Completion before age 22, they can still receive special education and transition services until their 22nd birthday.

The Five Essential Components of Effective Transition Planning

1. Vision and Self-Determination

The most important question in transition planning: What does YOUR TEEN want for their life?

Too often, transition planning focuses on what adults think is possible rather than what the young person actually wants. Effective planning starts with your teen’s dreams, interests, and goals.

How to support self-determination:

  • Include your teen in all IEP meetings—it’s their plan, their future
  • Teach choice-making skills starting young (what to wear, what to eat, how to spend free time)
  • Practice self-advocacy (asking for help, expressing preferences, explaining their needs)
  • Use person-centered planning approaches that put your teen at the center

Maryland Resource: Pathfinders for Autism offers workshops on self-advocacy and person-centered planning for Maryland families.

2. Postsecondary Education and Training

Not every teen with autism will go to a four-year college—and that’s perfectly okay. Maryland offers many pathways for continued learning:

Community College Options: Maryland’s community colleges offer:

  • Certificate programs in specific career fields
  • Associate degrees
  • Support services through Disability Support Services offices
  • Programs like Transitions at Montgomery College (for students with intellectual disabilities)

Vocational and Technical Training:

  • Regional career centers in Maryland counties
  • Apprenticeship programs
  • On-the-job training through DORS

Four-Year Universities: Some Maryland universities offer specialized support:

  • University of Maryland has disability support services
  • Some schools offer bridge programs for students with intellectual disabilities
  • Private colleges may have autism-specific support programs

Maryland Tip: Visit disability services offices BEFORE your teen applies. Ask about autism-specific supports, peer mentoring, executive function coaching, and transition programs.

3. Employment Preparation

Employment is often the primary goal of transition planning, but “employment” looks different for every individual.

Types of Employment:

Competitive Employment:

  • Working alongside people without disabilities
  • Earning at least minimum wage
  • May have workplace accommodations

Supported Employment:

  • Competitive employment with ongoing support from a job coach
  • Available through DORS and DDA

Customized Employment:

  • Job created specifically around your child’s strengths and employer needs
  • Ideal for individuals with unique skill sets

Work-Based Learning While Still in School:

  • Internships through school programs
  • Community-based work experiences
  • School enterprise programs (school stores, cafes run by students)

Maryland Employment Resources:

  • DORS (Division of Rehabilitation Services): Maryland’s primary vocational rehabilitation agency. Students can be referred up to 2 years before leaving high school.
  • DDA (Developmental Disabilities Administration): Provides employment services for individuals with developmental disabilities
  • Customized Employment providers in Maryland counties

What Skills to Build Now:

  • Soft skills: Being on time, following directions, appropriate workplace behavior
  • Communication: Asking for help, reporting problems
  • Task completion and work endurance
  • Self-management and organization

4. Independent Living Skills

“Independent living” doesn’t always mean living alone—it means having the maximum independence possible for your child, with whatever supports they need.

Daily Living Skills to Practice:

  • Personal care: Hygiene, grooming, dressing appropriately
  • Home management: Cooking simple meals, cleaning, laundry
  • Money management: Budgeting, using debit cards, understanding bills
  • Health and safety: Taking medication, recognizing emergencies, staying safe online
  • Transportation: Using public transportation, ride-sharing apps, or learning to drive

Maryland Housing Options:

  • Living at home with family (most common)
  • Supported living arrangements through DDA
  • Group homes
  • Shared housing with roommates and support staff
  • Independent apartments with visiting support

Start Early: Practice these skills throughout the teen years. The more independence your child develops before age 22, the more options they’ll have.

5. Community Connections and Social Life

A meaningful adult life includes relationships, recreation, and community participation—not just work and daily tasks.

Building Community Connections:

  • Recreation: Maryland Parks and Recreation departments often have inclusive programs
  • Faith communities: Many Maryland congregations have disability inclusion programs
  • Special interest groups: Clubs around your teen’s interests (gaming, art, music, sports)
  • Social skills groups: Available through ABA providers like The Learning Tree

Maryland Social Opportunities:

  • Special Olympics Maryland
  • Autism Society of Maryland events and programs
  • Local recreation councils with inclusive programming
  • Young adult social groups through Pathfinders for Autism

Navigating Maryland’s Adult Service System

Understanding Maryland’s adult services is crucial—and confusing. Here’s what you need to know:

DDA (Developmental Disabilities Administration)

Who qualifies: Individuals with intellectual disabilities or autism who need lifelong supports

When to apply: Age 18 (even if still in school)

What they provide:

  • Residential supports
  • Day programs
  • Employment services
  • Family support services
  • The Autism Waiver (additional supports for individuals with autism)

Important: There are waiting lists. Apply early!

DORS (Division of Rehabilitation Services)

Who qualifies: Individuals with disabilities who want to work

When to apply: Up to 2 years before leaving high school

What they provide:

  • Vocational assessment and counseling
  • Job training and placement
  • Assistive technology
  • College/training program supports

Maryland offices: DORS has offices throughout the state, including Baltimore, Montgomery County, Prince George’s County, and more.

SSI and SSDI

SSI (Supplemental Security Income):

  • Available at age 18 if your child has a qualifying disability
  • Provides monthly income
  • Comes with Medicaid health coverage

SSDI (Social Security Disability Insurance):

  • Based on parent’s work record
  • May be available if parent is retired, disabled, or deceased

Critical: Understand how working affects benefits. DORS offers benefits counseling to help families navigate “work incentives” that allow individuals to work while keeping some benefits.

Diploma vs. Certificate of Completion: What Maryland Parents Need to Know

This is one of the most important decisions in transition planning.

Maryland High School Diploma

  • Means your child met all state graduation requirements
  • Ends special education eligibility immediately upon receipt
  • Opens doors to more postsecondary education options
  • Required for many jobs and programs

Certificate of Completion

  • Shows your child completed high school but didn’t meet all graduation requirements
  • Allows continued special education services until age 22
  • May limit some postsecondary education options (though many paths still exist)
  • Should not be taken lightly—research options first

Make This Decision Carefully:

  • Research community college and program requirements
  • Consider your child’s postsecondary goals
  • Understand that once a diploma is awarded, services end
  • The school must provide written notice before awarding a diploma

How ABA Therapy Supports Transition Success

ABA therapy plays a vital role in preparing teens for adulthood. At The Learning Tree ABA, we help Maryland teens and young adults build essential transition skills:

Employment Readiness:

  • Task completion and work endurance
  • Following multi-step directions
  • Appropriate workplace communication
  • Problem-solving on the job

Independent Living:

  • Self-care and hygiene routines
  • Meal preparation and kitchen safety
  • Money management basics
  • Time management and organization

Social and Communication Skills:

  • Conversation skills for work and social settings
  • Self-advocacy and asking for help
  • Understanding social cues in community settings
  • Digital communication and safety

Executive Function:

  • Planning and organization
  • Task initiation and completion
  • Flexibility and adapting to change
  • Self-monitoring

These skills don’t develop overnight—they require systematic teaching, practice, and generalization to real-world settings. Starting this work during the teen years, while your child still has school supports, sets them up for success.

Action Steps for Maryland Families

If Your Child Is 12-14:

  • Start thinking about their strengths, interests, and dreams
  • Begin teaching self-advocacy and choice-making
  • Practice independent living skills at home
  • Ensure the first transition plan is added to the IEP by age 14

If Your Child Is 14-16:

  • Actively participate in transition IEP meetings
  • Complete transition assessments
  • Explore community resources and adult services
  • Connect with DORS for vocational exploration

If Your Child Is 16-18:

  • Apply to DDA at age 18 (even if still in school)
  • Begin work-based learning experiences
  • Make diploma vs. certificate decision thoughtfully
  • Start benefits planning
  • Consider guardianship options if appropriate

If Your Child Is 18-21:

  • Ensure all adult service applications are complete
  • Maximize remaining school-based services
  • Build community connections
  • Create a clear plan for the day after services end

The “Services Cliff” Is Real—But You Can Prepare

Many Maryland families describe age 21-22 as falling off a cliff. The structured, comprehensive support of special education ends, often with no clear path forward.

The truth: The adult service system is less robust, harder to navigate, and has waiting lists. But with early planning, advocacy, and the right supports, your child can build a meaningful adult life.

You are not alone. Maryland has resources, and families who’ve walked this path before are ready to help.

Maryland Resources for Transition Planning

Pathfinders for Autism Maryland’s largest autism organization Resources, workshops, helpline: 443-330-5341pathfindersforautism.org

Maryland State Department of Education Secondary Transition Planning Guide

DORS (Division of Rehabilitation Services) Vocational services Multiple Maryland locations dors.maryland.gov

DDA (Developmental Disabilities Administration) Adult services for developmental disabilitieshealth.maryland.gov/dda

The Learning Tree ABA Transition skill building through ABA therapy Serving Maryland familiesthelearningtreeaba.com

Local County Resources:

Your Child’s Future Is Full of Possibility

Transition planning can feel overwhelming. The adult service system is complex, the timeline moves quickly, and the stakes feel incredibly high. But here’s what we know: with early planning, strong advocacy, and the right supports, young adults with autism are building fulfilling lives across Maryland.

They’re working, learning, creating, connecting, and contributing. They’re becoming the adults they’re meant to be—with support, with love, and with the skills they need to navigate their world.

Your child’s path may look different from what you imagined. It may include unexpected turns and require creative solutions. But it can be beautiful, meaningful, and full of joy.

Start where you are. Use what you have. Do what you can.

And remember: The Learning Tree ABA is here to help your family every step of the way. From building essential life skills to navigating the transition process, we’re committed to helping Maryland families prepare for a bright future.

The transition to adulthood is a journey, not a destination. With the right planning and support, your child can thrive.

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