MESA, Ariz. — Parents recently told the Arizona State Board of Education that their children with disabilities are being pushed to graduate from high school before they’re ready.
While their children are meeting formal credit requirements, the parents advocated for more time in school before graduation so they could receive services to help them transition into the world of work with a better chance of succeeding.
This is not the first time concerns of this nature have been brought before the state board.
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Nearly a year ago, it adopted a rule — now part of the Arizona Administrative Code — requiring that a student’s individualized education program (IEP) team notify parents at least one year before the student’s anticipated graduation date.
The rule was in response to parents’ concerns about a lack of awareness of graduation decisions made by the schools about students with disabilities. The rule’s purpose is to increase communication and transparency — ensuring families aren’t caught off guard.
Although the rule ensures families have advance notice to prepare, it doesn’t change the underlying issue: the definition of a graduate, according to Karla Phillips-Krivickas, co-founder and chief strategy officer of Champions for Kids and the Arizona Inclusion Network.
Many families remain unsure of what graduation really means for their student with disabilities: whether it’s simply completing required credits or truly being prepared for adult life.
Phillips-Krivickas, who is also a member of the Arizona State Board of Education, explained that when a student has met all of the requirements for graduation set by the State Board of Education and their school, their school is obligated to issue a regular high school diploma.
In Arizona, students with individualized education programs may stay in school until they reach age 22. So if a student were to graduate but still wanted to remain in school for transition services, they could theoretically do that — but only if the school offers the option.
The issue is that once students receive a regular high school diploma, they lose their entitlement to a Free and Appropriate Public Education under the Individuals with Disabilities Education Act.
Additionally, Phillips-Krivickas said it isn’t likely that many schools will offer transition services post-graduation, since they no longer receive state funding for that student once they’ve graduated.
Special education students have individualized or modified graduation requirements determined by their individualized education program team, based on state standards and the student’s unique needs. These requirements might include alternate coursework like functional math instead of algebra, or life skills like self-advocacy.
Phillips-Krivickas emphasized that meeting these requirements doesn’t always mean the student is functionally ready for life after school — especially when transition skills aren’t fully integrated throughout a student’s education.
The Individuals with Disabilities Education Act and the Arizona Administrative Code require that a student’s individualized education program include transition services beginning no later than age 16.
For a student with ADHD, those transition services might look like filling out a FAFSA or college applications — easily woven into regular class work.
But for students with significant developmental disabilities, like autism or Down syndrome, it’s not as simple to integrate transition goals — such as learning to navigate public transportation or practice daily living skills — into traditional academic classes.
Phillips-Krivickas emphasized that while special education includes all students with an individualized education program, most have invisible disabilities — such as ADD or ADHD — and learn in general classrooms.
Still, the concern of being pushed to graduate in four years tends to affect students with significant disabilities, who often need transition support focused on life skills beyond what students with mild disabilities typically receive.
“That’s why the law is written as flexible as it can be, because we’re talking about kids with all kinds of different disabilities and different parts of the state. So in a big district like Glendale or Phoenix Union, they’ve got lots of programs and services. If you’re the only kid with autism out in rural areas … the options look different,” Phillips-Krivickas said.
Available data from the Arizona Board of Regents shows that many students with disabilities in Arizona struggle with postsecondary attainment, underscoring the importance of effective transition services.
“If you’re not given really good transition services and you want to go to college, if you’re not prepared, you’re not going to know how to advocate for yourself,” Phillips-Krivickas said. “Because in college, trying to get accommodations is a whole different animal.”
But despite needing more time to receive those transition services, the majority of special education students are graduating within four years, according to data from the Education Progress Meter, co-developed by the Center for the Future of Arizona and Education Forward Arizona.
For students with disabilities, graduation can mark either a successful transition or an abrupt end to critical supports. The debate is about ensuring that students are fully prepared to leave high school and move on to adult life rather than focusing on fulfilling graduation credit requirements.
“Being pushed to graduate early is really an issue that’s affecting the kids who are significantly impacted, like my daughter,” Phillips-Krivickas said.
“It means they go out into a world with nothing at that point. They’re not ready. … By definition, having Down syndrome means you’re a delayed learner. You just need more time.”
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