Students who qualify for special education services in the areas of Life Skills Support and Multiple Disabilities Support demonstrate significant difficulties in acquiring academic and functional daily living skills.

These programs are designed with instruction that is age appropriate and individualized to the student's ability level. During the elementary years the programs concentrate on developing communication and functional academic skills. In addition, these programs develop daily living skills that are designed to help the student participate in recreational and community activities.

As the students move into the middle and high school programs, the main emphasis begins to shift from functional academics to transition. The student and the family begin to plan for the student's transition from secondary education to adult living. The student is encouraged to develop a clear understanding of his/her own strengths, weaknesses and interests. This knowledge forms a basis for developing self-advocacy and self-determination skills that will enable the student to succeed in the transition from high school to adult living.

At the high school level, the IEP team which includes the family, the student and outside agencies, develop a transition plan. This plan identifies the student's desired post-school outcomes and is used to develop the IEP goals and objectives. Emphasis at this level is placed on developing vocational skills and daily living skills that will enable the student to participate in the community to the maximum extent possible and to realize the desired post-school outcomes.