Welcome to Day 2 of Transitioning to Adult Living with Dr. T, a short series for families of children on an IEP who are preparing for adult living and adult living services. On Day 1 you wrote down your child's dreams, gathered from everyone in their circle of influence. Today you add the other side of the picture: their strengths.
Video Transcript
Hi, everyone.
Okay, so we've got a follow-up.
Yesterday we talked about how to prepare a child that's on an IEP who is preparing to transition to adult living and adult living services.
Yesterday we talked about making sure that they had all of the dreams written down.
Everyone who is a part of their circle of influence, whether it be grandparents, brothers, sisters, moms, dads, anyone who has an influence in the child and knows the child well and has, I'm gonna say, an opinion about what their dreams for the child is.
After you've identified all of those and you have identified what the barriers or what they need in order to get there, the next thing you're gonna do is identify all of their strengths.
When you do that, the best way to do it is to develop a spreadsheet or put it on like a billboard or a whiteboard of some sort.
So on the far right-hand side, you're gonna have all of their dreams.
On the far left-hand side, you're gonna have all of their strengths.
I want you to identify doing the same thing with all of the people in their circle of influence, and it's great. Have a dinner party. Get everybody together. Do it all at once.
You're gonna write down all of their strengths, okay? That's the next step.
So you've got their dreams and what they need, and you've already got their strengths.
So the next step we'll talk about tomorrow. Have a great night.
Today's Step: Write Down Every Strength
Dreams show where your child wants to go. Strengths show what they already bring to the journey. Putting the two side by side gives your family, and your child's IEP team, a clear starting point for planning life after high school.
Set Up Your Chart
Use a spreadsheet, a whiteboard, or a big sheet of paper on the wall. Put strengths on the far left and dreams on the far right. Leave the space in the middle open. That is where you will map what your child needs to get from one side to the other, and it is the focus of Day 3.
| Strengths | What’s Needed / Barriers | Dreams |
|---|---|---|
| Keeps a daily routine; enjoys cooking simple meals; good at remembering appointments | Coming in Day 3 | Live in my own apartment |
Gather the Circle of Influence
Do this step the same way you gathered dreams: with everyone who knows your child well. As Dr. T suggests, “Have a dinner party. Get everybody together. Do it all at once.” Invite the people who see your child in different settings:
- Parents, grandparents, brothers and sisters
- Extended family and close family friends
- Anyone else who has an influence in your child's life and knows them well
- Most importantly, your child. Ask what they think they are good at.
Kinds of Strengths to Look For
Strengths are more than academic skills. Encourage everyone to think broadly:
- Personal qualities: kind, determined, patient, funny, honest, hard-working
- Skills: reading, math, cooking, using technology, art, music, sports
- Interests and passions: what your child would happily spend all day doing
- Independence: routines they manage on their own, chores they handle, ways they take care of themselves
- Social strengths: friendships, helping others, working well in a group
- Supports already in place: family, mentors, community groups, faith communities, programs they are already part of
Tips for a Productive Strengths Session
- Every strength counts. Small strengths, like being on time or remembering birthdays, can be the foundation for big goals.
- Be specific. “Great with animals” tells you more than “nice.”
- Write it all down. Don't debate or filter during the session. Capture every idea.
- Keep it positive. Today is about what your child can do. Challenges have their own place in the chart.
Why Strengths Matter in IEP Transition Planning
Under the Individuals with Disabilities Education Act (IDEA), a student's IEP must include transition planning, with postsecondary goals and transition services, starting no later than the first IEP in effect when the student turns 16. Some states start earlier. Those transition services are meant to take into account the student's strengths, preferences and interests. Bringing a written list of strengths and dreams to the IEP meeting helps keep the plan focused on your child.
Next: Day 3 — Barriers to Dreams
You now have your child's dreams on one side and their strengths on the other. Next, fill in the middle: everything standing in the way. Continue to Day 3: Barriers to Dreams →
Need Help With Transition Planning?
Planning the move from school to adult life can feel overwhelming, but you don't have to do it alone. New Hope Advocacy supports families through transition to adult living and post-high-school services and resources. Connect with us →
Have questions or need support?
Our team is here to help. Reach out and we'll get back to you.
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