That is very helpful information you've collected. I'm glad to hear some useful resources are starting to assemble through your IRL team. Transition is absolutely a required component of the IEP team meeting and plan development, and even if your team weren't offering, they would be required to respond to her needs with or without prodding.
It is true that most post-secondary programs that districts pay for are for lower-functioning students that aren't expected to take an academic diploma on high school graduation, or who otherwise are highly likely to qualify for adult services. Also a thought, btw. Adult services usually kick in for individuals who aren't anticipated to be able to live independently, or to find more than half-time work on their own. But it depends on the state.
It sounds like the team is proposing one of the models of person-centered-planning approaches to vision development and transition planning for students with disabilities, which is a much more focused on her goals than on available services.
