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Alternate Diploma v. Regular HS Diploma - Which is Better?
by Susan Bruce

“My child is preparing for 9th grade. She has an IEP. The school is recommending that we put her in an alternate diploma program. Is this a good idea?"

This is a decision that you need to consider very carefully. In my experience, these “alternate diplomas” are not worth the paper they are printed on. If your child plans to get further education after she graduates, she will find that a community college requires at least a GED. Most employers require a high school diploma, GED, or they ask prospective employees to work toward one of those.

Don’t settle for an “alternate" certificate or diploma. You need to have high expectations for your daughter. If you lower your expectations, you risk extinguishing all possibilities for her.

What can a parent do?

First, know what the IDEA says about high expectations in the Purposes section of the law.

“Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by having high expectations for such children and ensuring their access to the general education curriculum in the regular education classroom, to the maximum extent possible…” 20 U.S.C.1400 (c)(5)

This should be done in order for your child to -

“meet developmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children; and

"be prepared to lead productive and independent lives, to the maximum extent possible.”

Second, you need to answer these questions.

• Why does the IEP team believe your child cannot meet the standards to earn a regular high school diploma?
• What supports and accommodations has the team provided to help your child earn a regular high school diploma?
• What help does your child need so she can meet the same expectations as other students?
• Can your daughter complete the requirements for a regular diploma by the time she is 21? A student with a disability can receive services until the age of 21 or until she graduates with a regular high school diploma, whichever comes first.
• Will an “alternate diploma” allow your child to lead a productive and independent life?
• Is the alternate diploma appropriate for your child’s level of functioning?

Third, consider using a transition plan to address her needs for a regular diploma.

Transition Planning

Your child's IEP should include transition services no later than the first IEP in effect when she turns 16. The age for a transition plan may be younger, depending on your state’s special education regulations.

Transition services are those services that will help your child make the transition into the adult world.

Transition services should:

• Be designed with a results oriented process.
• Focus on improving your child's academic achievement and functional performance so she can make the transition from school to work or further education.

Post school activities may include any of the following.

• Postsecondary education (college)
• Vocational education
• Integrated employment
• Continuing adult education (GED, perhaps)
• Adult services
• Independent living
• Community participation

Any transition plan should include transition services based on her individual needs. The IEP team should consider her preferences, interests, and strengths. What does she want to do?

If your child wants to attend a college, she will need a regular high school diploma.

Transition services include the following.

• Instruction (address deficit areas)
• Related services
• Community experiences
• Development of employment and other post school living objectives
• Acquisition of daily living skills, if appropriate

Transition services in the IEP must include:

• Measurable postsecondary goals that are based on transition assessments related to training, education, employment, and (where appropriate) independent living skills; and
• The transition services, including courses of study, she needs to help her reach those goals.

Transition services can include special education, if your child needs specially designed instruction and/or related services to benefit from these services.

When you think about transition planning, ask yourself these questions.

• How does your child’s transition plan help her move from the world of school to the real world?
• What are your child’s preferences?
• What are your child’s strengths?
• What does your child want to do after she graduates?
• What does your child need in order to help her meet those goals?
• Does your child need remediation in a specific area in order to meet these goals?
• What tests and assessments did the school use?
• Are the transition goals in the IEP measurable?
• Where is the data?

IEP teams can develop and use transition plans to help students with disabilities meet the high expectations set for all students. As with every other special education issue, make yourself an expert.

Created: 01/12/11
Revised: 10/27/15

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Susan Bruce

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