Independent Living Postsecondary Goals: What Teachers Need to Know


A Measurable Postsecondary Goal for Independent Living should NEVER simply say:
 “Will live independently” — unless it is followed by a specific skill area identified as a need through an age-appropriate transition assessment or the IEP team.


✔ Correct Example:
 "After graduation, Alex will live independently by managing personal finances and transportation needs with minimal support."


❌ Incorrect Example:
 "After graduation, Alex will live independently."


"Be In The Know!" What are Postsecondary Independent Living Goals

Postsecondary independent living goals are specific objectives related to a student’s ability to live independently and manage various aspects of daily life after exiting high school. 

Independent Living does not mean that we want to do everything by ourselves and do not need anybody or that we want to live in isolation Independent Living means that we demand the same choices and control in our every-day lives that our non-disabled brothers and sisters, neighbors and friends take for granted. We want to grow up in our families, go to the neighborhood school, use the same bus as our neighbors, work in jobs that are in line with our education and interests, and start families of our own. We are profoundly ordinary people sharing the same need to feel included, recognized and loved.

Areas of independent living goals in relationship to postsecondary goals may include:

Does my student need a Measurable Postsecondary Goal?

It’s important to understand that not all students with disabilities will need an in-depth investigation of or preparation for independent living after high school. As the Department of Education stated in its Analysis of Comments and Changes (2006):

It is up to the child’s IEP Team to determine whether IEP goals related to the development of independent living skills are appropriate and necessary for the child to receive FAPE. (71 Fed. Reg. at 46668). This decision must also be based in data.

Whether or not will very much depend on the nature and severity of the student’s disability. It’s up to each student’s IEP team to decide if planning for independent living is needed. If the team feels that the student can benefit from transition planning and services in this domain, then independent living will be an area of discussion during IEP meetings where transition is discussed and activities must be created to ensure the student is working toward the postsecondary goal.

What’s Involved in Independent Living?

Independent living  clearly involves quite a range of activities, skills, and learning needs. Consider just the four mentioned in the definition posted at NSTTAC: leisure/recreation, home maintenance and personal care, and community participation.  Each of these can be broken down in its own turn to include yet more skills, activities, and learning needs. Just think about what’s involved in “home maintenance and personal care” alone. Everything from brushing teeth to shopping for food to cooking it to cleaning up afterwards, to getting ready for bed, locking the front door, and setting the alarm clock for the next day. It’s enough to boggle the mind, all the little facets and skills of taking care of ourselves as best we can, with support or solo.

So how is an IEP team to take on the task of planning for a student’s independent living in the future? Much will depend on the nature and severity of the student’s disability. Some students will not need transition planning or services to prepare for independent living. Others will need a limited amount, targeted at specific areas of need or interest. And still others, especially those with significant support needs, will need to give independent living their focused attention.

When is an Independent Living Goal Not Needed?


You can omit the Independent Living MPG IF:

In this case, make sure to: