What are the Post-secondary goal and annual goal/objective for…

What are the Post-secondary goal and annual goal/objective for employment, education, and independent living?
Matt is a 16-year-old student who is in the 11th grade. He receives special education services under the eligibility of Autism. Matt was diagnosed with Asperger Syndrome at age 7. Matt has been a strong academic student for all his school career. However, he struggles with the social aspects of school and community environments. These social challenges as well as difficulties with handwriting and organization have resulted in eligibility for the services of an IEP.
Matt is scheduled to graduate with a standard diploma. Matt always knew he wanted to go to college. Both of his parents attended college and have always had the vision of Matt graduating from college. Although Matt has several areas of interest and academic strength (i.e., math and all sciences, especially chemistry), he is not sure where he wants to concentrate his studies in college.
Matt has several areas of great interest and skill. He has been thinking about life after high school for many years. He is anxious to move into an adult world where he believes his intelligence will be respected by his college professors. Matt is committed to attending a four-year university to study math or chemistry following graduation from high school but has no specific school in mind. He is interested in a career in a field such as chemical engineering where he could work in the field of aerospace engineering, plastics and polymer manufacturing or pharmaceuticals. He also enjoys coding. He knows he wants to live in a dorm in a private room when he is at college. He would like to connect with a social circle of a few friends that who similar interests. Following college, Matt hopes to locate employment that is within several hours from his family home, although he plans to live in his own apartment.
Matt’s parents shared he relies on them for many tasks that he should be taking responsibility for. For instance, his mother wakes him each morning so that Matt will make it on time to school. He does not know how to prepare meals for himself or wash his clothes. He has no interest in learning to drive and does not know how to access public transportation. He has had little experience making purchases on his own as he usually just asks his parents to pick things up for him. He refuses to eat in the school cafeteria and brings a lunch his mom prepares for him daily.
Teachers report that Matt requires support with organization and planning. Once a week he meets with his case manager to review class assignments, plan projects, and organize his binders. He receives accommodations such as extended time and use of computer to type responses but is reluctant to use them because he does not want to “look different” from his peers. Matt also has poor social skills. He talks to adults but hardly ever talks to peers and does not like to participate in group activities. write a post-secondary goal for employment, education and independent living