The writers of IDEA intend that the student's school program be coordinated in such a way to improve the outcomes for the student after she or he leaves school. In order to do that, everything that happens with the student should work together toward a common goal. All school activities should be internally coordinated, coordinated with the home, and in turn coordinated with community and agency resources. The point is that the activities should be viewed in the context of the whole and should focus on the student's goals for after high school. Though IDEA does not define these terms, the intent is clear that school activities should be coordinated among the school and other agencies to ensure that students with disabilities gain the knowledge, skills and experiences they need to be successful in their adult roles.
Instruction is the use of formal techniques to impart knowledge.
Employment and other post-school adult living objectives are services that lead to a job or career, and important adult activities that are done occasionally, such as registering to vote, doing taxes, renting a home, accessing medical services, SSI, filing for insurance, etc. These could be provided by schools or other entities. These could be provided by schools or other entities. Functional vocational evaluation is an assessment process that provides information about job or career interests, aptitudes and skills. It may be gathered through situational assessments, observations, or formal measures.