What must be taken into account during transition planning for students with disabilities?

The focus of transition planning for students with disabilities should center on the student's interests, strengths, and future goals. This person-centered approach ensures that the transition process is tailored to meet the individual needs and aspirations of the student, facilitating a more effective transition from school to post-school activities, which may include employment, higher education, or independent living.

Considering the student's interests and strengths allows educators and planners to develop a meaningful and relevant plan that engages the student, increases motivation, and ultimately promotes better outcomes. When students have a stake in their own transition planning, they are more likely to commit to and follow through with the goals set forth.

In contrast to this approach, relying solely on teachers’ opinions ignores the unique perspectives and abilities of the student. Similarly, focusing on the school's resources or limitations may lead to decisions that do not align with what is best for the student. Lastly, prioritizing parents' preferences over the student’s desires can undermine the student’s autonomy and may lead to a lack of engagement in the transition process. Therefore, the correct selection emphasizes the importance of centering the plan around the student's personal interests and strengths while also considering their goals for the future.