1. Which level of support would be best suited for Mohamed? Mohamed is 19 and has Down syndrome. He received most of his special education services in high school in a separate classroom. He went to choir and PE with his peers without disabilities. He does not read or write at the high school level. He had an IEP in high school which addressed his academics, communication, social, and some fine motor development skills. Mohamed wants to live independently and hopes to attend college and learn about becoming a journalist. His school district has a transition program which he hasn’t yet decided if he’ll participate in, although he does qualify for that route. He has never taken the SAT or ACT and has always completed alternative assessments in place of state standardized tests. He is excited for college but because he hasn’t been included in typical classes and hasn’t been independently getting to and from school or going to social activities, he is nervous and could benefit from supports in these areas, as well as academics. *