Secondary planning serves as a critical component of a student’s IEP by establishing intent and purpose in the development and progression of skills and experience necessary for post-secondary education and career readiness. Suggested secondary planning timelines may support the IEP teams serving students who are DHH entering the secondary planning period of their academic career. It can start as early as prekindergarten at an IEP meeting by asking the student what they want to be when they grow up. Current and meaningful resources for students who are DHH are available to support the IEP team and student as they develop and establish a transition plan that encompasses the student's goals and employment objectives upon graduating high school. Effective planning and implementation of the transition plan by the team ensures a course of action in which the student will gain the skills necessary to enter either the workforce or university and be successful in their endeavors. For students who are DHH, communication access has an immense impact on skill acquisition and must be considered every step of the way.

The Florida Expanded Skills Standards for students who are DHH can guide the individualized educational plan (IEP) team to address skills specific to students who are DHH based on assessed needs (FSU, 2019a, 2019b, 2019c). Delivery of these standards is setting-neutral meaning there is no requirement for removal from regular education in order for the instruction to happen. The standards can be taught in a resource class, embedded in career-based instruction, or even taken as an elective course. Instructional activities involving practical applications of course requirements may occur in the home, school, community, and employment settings for the purpose of acquisition, practice, generalization, and maintenance of skills. The student may earn multiple credits in this course.

It is imperative to plan specially designed instruction for all areas of secondary planning, as many of these skills are not developed quickly. They must be strategically and explicitly taught over time in order to master all the secondary planning domains. Everyone on the IEP team must first consider access to general education support and then decide as a team which additional specialized secondary planning instruction and supports are needed for the student who has a IEP. Remembering the goal is for ALL students to graduate from Florida high schools college, career, and life ready.

“Regardless of setting, responsibility falls on the consumer’s shoulders to understand the implications of his or her own hearing loss and further “explain” what it means to be deaf to educational and workplace professionals.” (Schoffstall, Cawthon, Tarantolo-Leppo, & Wendel, 2015)

According to the NDC Transition Planning Infographic (2021) Transition planning:

• is student focused.
• ensures students are involved and their contributions are incorporated in the plan.
• actively involves families in the process.
• uses assessments to gather valuable information to aid in planning.
• checks in with the student often about barriers encountered and accommodations used in a variety of settings.
• takes times, so start early!
• Annually reviews the plan and revises as needed. It is okay if the student’s goals change year to year.