Demystifying Graduation Options for Students in Special Education and Their Families

For high school students in special education, graduation often comes with extra layers of planning.

The available options aren’t always straightforward, but when presented in plain language by a trusted educator and/or individualized education program (IEP) team, those options can be reframed as opportunities to celebrate a student’s growth and development, while helping them look ahead.

Ultimately, graduation isn’t about which cap students wear. It’s about making sure they leave with a credential that reflects their effort, their learning, and their future goals. It’s up to special education teachers, counselors, and administrators to demystify the graduation process early and often—meaning as soon as middle school—rather than in the final months of a high school student’s senior year.

Here’s how I talk to families and students about their next steps, with additional tips that are broadly applicable regardless of where you teach.

Get the Basics Down

I teach in Nevada, where students can pursue one of three diplomas. Some states offer similar diplomas under slightly different names, while other states offer fewer choices.

No matter which state you teach in, I recommend familiarizing yourself with the graduation options available to your students. When I speak to families in Nevada about graduation, I try to concisely break down their three choices.

Standard diploma: Students complete 23 credits. In grade 11, they take the ACT. A unique feature in Nevada: If a student with a standard diploma chooses to continue in a transition program, their diploma is temporarily reclassified as “adjusted.” Once the program is complete, the diploma reverts back to standard.

Alternative diploma: The alternative diploma is a valid high school diploma in Nevada. Students earn the same amount of credits that are required of all graduates, but the courses are aligned to alternative academic standards. Instead of taking the ACT, students participate in the Nevada Alternate Assessment (NAA). This diploma counts toward Nevada’s graduation rate, allows students to walk at graduation, and keeps them eligible for IDEA services (including transition programs and community-based instruction) through age 22. Students with an alternative diploma are also eligible to attend two-year colleges, and if they succeed, they may transfer into a four-year program.

Adjusted diploma: In Nevada, this diploma is for students who are unable to meet the full credit requirements of the standard or alternative diploma. The adjusted diploma is based on individualized and modified coursework, as well as a recognition of growth in academics, independence, and employability. Students with an adjusted diploma most often continue in transition programs, where they practice work readiness, social confidence, and daily living at their own pace. They’re still eligible to participate in graduation ceremonies.

I also provide an overview of the most common transition programs, including the following:

• Postsecondary Opportunities for Students in Transition (POST): Though the acronym POST is exclusive to the Clark County School District in Nevada, other states run a similar program. It gives students ages 18 to 22 extra time to keep developing independent living skills and community readiness after high school.
• Program Approach to Career Education (PACE): Like POST, the PACE program is based in Clark County and is focused on career exploration, employability skills, and real-world work experiences. Unlike POST, however, it’s specifically for students who are still in high school. Other states have their own versions of PACE.
• Project SEARCH: A nationwide program, Project SEARCH partners with hospitals, government agencies, and large employers to give students a year of immersive job-site internships with coaching and job-placement support.

Clarify Early and Often

Transition planning is part of every IEP meeting, but it comes up in other contexts too—during check-ins, during quick calls, or when a student shows new strengths or interests (which I always try to take note of and pass along to families at appropriate times). I recommend beginning transition conversations once students reach eighth or ninth grade. Students are always invited to their IEP meetings, and once they turn 16, a transition specialist attends as well to help answer questions.

Most parents and caregivers come with lots of questions about diplomas and transition programs, and they aren’t always sure what the best path forward looks like. I reaffirm to them that we’re going to keep this conversation going, instead of treating it like a once-a-year checklist. Planning isn’t set in stone; it grows and changes as the student grows and changes.

When I speak to parents about their child’s graduation options, I find that they often hope for the standard diploma. I let them know that while I understand where they’re coming from, in Nevada, all diplomas look the same. So, too, do the cap and gowns and graduation ceremonies. The diploma differences are not in appearance, but in meaning: the necessary assessments, credits earned, and possible postsecondary opportunities.

I encourage families to view diploma placement through the same lens that they apply to general education and specialized classes. Which provides the best environment for their child’s success? When families feel assured that every diploma is recognized and celebrated, then their stress often eases.

For instance: During her junior year IEP meeting, Maddy shared with our team that she wanted to “work with kids and be helpful.” Her reflection reframed her pathway toward early childhood assistant training. She ultimately earned an adjusted diploma, and her family came on board once they saw how this option connected her strengths with a real career direction.

Tools That Make the Path Even Clearer

Over the years, I’ve leaned on the following two tools during conversations with families to further simplify what can otherwise feel overwhelming.

Graduation pathway charts: These are side-by-side visuals showing graduation requirements, assessments, and next steps. We usually present them during IEP meetings, and they’re updated each year as the student moves closer to graduation. I go over all the options—not just the one a student is on track to complete—so families can see how each path compares.

IEP goal alignment grids: These grids connect a student’s daily learnings to their diploma pathway. They lay out goals, curriculum areas, and progress in one view so families can see how classwork and skills tie directly to graduation requirements. For one student, Eric—who loved technology but struggled with testing—his grid helped his family see that an adjusted diploma would best open doors to vocational IT certifications.