While the notion that persons with learning disabilities have average or 
above average intelligence but have a processing deficit may be dated, it 
unfortunately is was the basis for determining eligibility to receive services for 
students 14 and older.  This will be changing as students identified under the a 
RTI system, but until these students age up, we are dealing with students 
found eligible under the old system.   It will be interesting to see how 
post-secondary institutions will respond to the RTI model of determining eligibility 
for services rather than the discrepancy model.

On another note, it has been my experience that many, not all, high school 
students who have been diagnosed as having a learning disability need to be 
taught community living skills as well as social/personal skills.   Quite 
frequently their learning disability does overlap into the community and their social 
life.    This is why a quality transition IEP address all of the transition 
service areas:   instruction, employment, community experience, post-school 
adult living, related services, and if appropriate, daily living skills and 
functional vocational evaluation.   Many people feel that the only area that needs 
to be discussed for students with learning disabilities is the instruction 
area, because after all, these are students who have average or above average 
intelligence.    One of the things that I like to emphasize when doing training on 
Transition IEPs is the importance of addressing post-school adult living.   
Most folks think that this area is only there to discuss the need for living 
accommodations (independent living/supported living), however, this is where the 
skills needed to function as an adult (budgeting, time management, etc.) need 
to be addressed.

Patrick Mulvihill, Consultant
The Transition Center at the University of Florida



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