A longitudinal reference timeline.

Recognises own name, body, and basic preferences; shows likes/dislikes in everyday choices.

Chooses between two presented options in routines and play.

Uses words, signs, gestures, or AAC to request, refuse, and comment.

Participates in dressing, feeding, and hygiene routines with support.

Engages in short play-based 'jobs'; follows one- to two-step directions.

Plays alongside and with peers; participates in group routines.

Notices what adults do; engages in pretend-work play.

Family establishes shared routines and high expectations within everyday life.

Names own likes, dislikes, and simple strengths; recognises feelings in familiar contexts.

Participates in simple daily decisions and weighs basic consequences with support.

Asks and answers simple questions; explains needs to familiar adults.

Completes age-appropriate self-care and simple household tasks.

Completes assigned classroom and home tasks; persists with encouragement.

Forms friendships; cooperates in group activities at school and in the neighbourhood.

Names familiar jobs; expresses early interests in activities.

Family supports growing responsibility and participates in school partnership.

Identifies personal strengths, interests, and areas of difficulty across school and home.

Sets short-term personal goals and identifies steps to reach them.

Expresses opinions and reasons; communicates effectively in small groups.

Manages personal belongings, time, and basic routines independently.

Takes responsibility for routine duties; works toward task completion.

Joins clubs, sports, or community activities; works in small teams.

Explores interests through clubs, projects, and exposure to varied roles.

Family encourages exploration of interests and broader community experiences.

Describes own learning profile, support needs, and emerging identity to familiar adults.

Solves familiar problems independently; considers multiple options before choosing.

Self-advocates in familiar settings; adjusts register for peers vs. adults.

Manages schedule, basic money handling, and personal health routines with reminders.

Demonstrates punctuality, follow-through, and basic teamwork in school tasks.

Maintains peer relationships; collaborates in structured group projects.

Identifies preferred career areas; participates in career-awareness activities.

Family begins articulating a long-term vision; supports self-advocacy at home.

Articulates a personal profile (strengths, needs, preferences) that informs planning conversations.

Sets medium-term goals tied to interests; revises plans based on feedback.

Communicates needs and goals in less-familiar settings (workplace, agency).

Demonstrates a widening set of independent-living skills (cooking, transport, money).

Demonstrates reliable work behaviours in authentic or simulated work settings.

Participates in community settings with peers; uses public services with support.

Engages in job shadows, work-based learning, or vocational coursework.

Family actively partners in planning; vision for adult life becomes concrete.

Uses a documented personal profile to lead self-introductions in transition meetings.

Drives decisions about postsecondary pathways with informed trade-offs.

Communicates disability disclosure and accommodations clearly when appropriate.

Manages independent-living tasks needed for chosen post-school setting.

Sustains expected work behaviours in community-based or paid work experiences.

Maintains social networks that support adult community life.

Pursues authentic work experiences aligned with postsecondary employment goals.

Family advocates alongside the learner across transition meetings and agencies.