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What Happens Next?

An evening presentation on the transition to post-secondary living for students with disabilities. Learn about transition services, the role of a transition counselor, and available support services.

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What Happens Next?

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  1. What Happens Next? An evening presentation on transition to post-secondary living for students with disabilities Mrs. Alison Donoghue, Transition Counselor

  2. TRANSITION 1 a : passage from one state, stage, subject, or place to another : CHANGE b : a movement, development, or evolution from one form, stage, or style to another • a : a musical modulation b : a musical passage leading from one section of a piece to another • an abrupt change in energy state or level (as of an atomic nucleus or a molecule) usually accompanied by loss or gain of a single quantum of energy • "Transition services" means a coordinated set of activities for a student, designed within an outcome-oriented process, that promotes movement from school to post-school activities, including post secondary education, vocational training, integrated employment (including supported employment) continuing and adult education, adult services, independent living, or community participation.

  3. What is Transition? • Process of students moving onto “life after high school” • Knowing their educational and vocational goals • Also involves independent living skills, community experiences, employment & linkages to outside agencies • Knowing their disability & needs • Being able to advocate for themselves • Having a good plan in place; with a “plan B” too

  4. Transition in the IEP • Statement of Student’s Strengths, Interests and Preferences • Measurable Post-secondary Goals • Strategies and Activities

  5. Mary is a friendly and athletic student who excels in her classes. She is interested in attending college in the future to study education. She strives to be a HS math teacher. Mary plays soccer and lacrosse at River Dell and is a member of the Interact Club.

  6. Role of Transition Counselor • Meet with students to develop realistic transition plans that include clear educational & vocational goals; • Provide opportunities to explore educational options and facilitate activities focused on post-secondary skill needs • Research programs/services available; establish communication with support services providers • Encourage students to engage in their IEP meetings, understand their disability and know what accommodations and strategies help them succeed. • Teach and foster self-advocacy skills • Collaborate with case managers

  7. Parental Role in Transition • Encourage students in process of developing realistic goals • Facilitate visits to schools/programs • Review financial considerations to help students choose realistically • Foster independence in the process

  8. Is help available after high school? • The ADA (Americans with Disabilities Act) also covers those who are disabled and want to work. The law states that any individual who wants to work and is qualified to work must have an opportunity to work. If a “reasonable accommodation” is required during the hiring process or on the job, ADA allows for the person with a disability to request one. • If college bound, all schools have to give some accommodations under Section 504 of the Americans with Disabilities Act • Comprehensive Programs • Support Services • Writing/Tutoring centers

  9. Agencies that can provide assistance • DVRS Division of Vocational Rehabilitation Services • Performcare/CSOC Children’s System of Care (18 and under) • DDD Division of Developmental Disabilities (21 and over) • HIP Heightened Independence & Progress • ACCESS LINK & NJ TRANSIT • Other services offered through DDS, DHS, etc.

  10. Preparing to access DDD Ages 16-21 Age 18 Age 21+ • Transition Planning • Get to know current skills & preferences • Identify adulthood goals & dreams • Build skills needed to achieve goals • Make connections, identify supports, use resources • Research Support Coordination Agencies & Service Providers • Participate in Planning for Adult Life student groups, parent groups, training sessions, webinars, provider fairs, etc. www.planningforadultlife.org • Supplemental Security Income (SSI) Eligibility – Medicaid • DDD Intake/Eligibility Determination • Contact DDD Community Services Office or download application from the DDD website • Complete NJ Comprehensive Assessment Tool (NJ CAT) – arranged through Intake Unit • Continue to receive services from the school system, Department of Children & Families (DCF) • Ensure the individual is eligible for DDD & Medicaid • Fall prior to graduation - initiate NJ CAT through DDD Intake Unit in Community Services Office • Feb/March of graduation year - submit Support Coordination Agency (SCA) Selection From • April of graduation year - SCA assignment begins • April-June: Planning Process with Support Coordinator & Service Plan Approval

  11. What are the options after high school? APPRENTICESHIPS Electricians Union Plumbers Union Stagehands Union 4 YEAR COLLEGES Montclair State St. Thomas Aquinas Johnson & Wales Univ. FULL-TIME OR PART-TIME EMPLOYMENT 2 YEAR COLLEGES Bergen Community College Rockland Community College Brookdale Community College TECHNICAL / TRADE SCHOOLS Lincoln Tech Eastwick / HoHoKus Capri Institute for Cosmetology ARMED SERVICES Army Air Force Navy Marines

  12. Colleges with Comprehensive Support Programs Colleges Specifically for Students with Disabilities

  13. Other schools & programs of interest: Bergen County Technical Schools Adult and Continuing Education

  14. How do they get to where they want to go? • Students must be involved in the process • Explore options & be realistic • Ask questions – of guidance, CST, transition counselor • Research the details – requirements & deadlines • Map out a schedule – and stick to it!

  15. Internet-based program used with students to: • assess interests & goals • learn their personality type & learning style • research colleges and careers • keep track of their information and applications • Provides assessment tools, career descriptions, college searches with links to websites • Parents and students can logon from home and use to look into colleges and careers

  16. Freshman & Sophmore Year • Meet regularly with transition counselor, guidance counselor & case manager. • Practice self-advocacy skills with counselors and teachers. Attend IEP meetings • Develop an understanding of indivdual learning style & personality type (use Naviance!) • Begin to explore possible post-secondary options • Engage in community and school-based activities and events • Set goals and strive to reach them. • Register for any testing accommodations

  17. Junior Year • Continue to investigate options (visiting schools, programs) • Decide on a potential major (if college) or career field • Attend IEP meetings (even earlier!) • Meet with guidance and transition counselors to begin college/ career search process • Take SATs / ACTs. • Visit college campuses/speak with visiting representatives.

  18. SENIOR YEAR • Continue to research options & narrow down choices • Complete applications (follow deadlines) & make decisions • Make sure all required testing is done • Contact Office of Support Services to find out how to self-disclose

  19. SAT vs. ACT How do the tests compare?

  20. TEST OPTIONAL MEANS: TEST OPTIONAL DOES NOT MEAN: The school is easier to be accepted into The student does not have to take SAT/ACT at all The student will never have to take a standardized test • Test optional means that a student does not have to submit their SATs • A school may require other documentation to show a student’s performance (i.e. graded paper)

  21. Self-disclosure • Students have the choice of whether to disclose their disability or not after high school • Disclosing opens doors for accommodations & special services • Some schools/programs have a deadline for disclosure • Ways to disclose: • In college essay / program application • In personal interview for college or job • Some applications include supplemental disclosure form • When student arrives on campus / job

  22. Self-advocacy • The ability to recognize and meet the needs specific to one's own learning disability without compromising the dignity of oneself or others. • Knowing what you need and being able to ask for it on your own. • Taking a stand for your rights, but also knowing your responsibilities • Self-advocacy is very important in post-secondary settings because students need to ask for services. There is no one there seeking them out. • FERPA (Family Educational Rights and Privacy Act) applies in college where parents are not the contact person; the student is!

  23. Other important factors relevant to transition • Assistive Technology • Start to become familiar with in HS • Can be utilized in most workplaces and college classrooms • Examples include: LiveScribe pen; Google Read/Write; Bookshare.org; other apps and programs • Executive Functioning • Managing a new schedule (work or school) • Time and workload management • Organizational skills • Apps to assist with this: Cozi; Google Calendar; Evernote; Nudge; Tile

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