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Transition Activity #1. Self Determination/Self Advocacy Activity: Students interview one of the following types of people. (Politician, Preacher, Teacher, Professional, Worker) Student then describes personal lives, social activities, early and later goals in life of those interviewed.

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Transition Activity #1

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Transition activity 1

Transition Activity #1

  • Self Determination/Self Advocacy

  • Activity: Students interview one of the following types of people. (Politician, Preacher, Teacher, Professional, Worker)

  • Student then describes personal lives, social activities, early and later goals in life of those interviewed.


Transition activity 2

Transition Activity #2

Self Determination/Self Advocacy

Activity: Share the results of the interview from Activity #1. Discuss these questions:

  • Which of the lifestyles do you want for yourself?

  • What are characteristics of that lifestyle that appeal to you?

  • What does your lifestyle say about you?


Transition activity 3

Transition Activity #3

  • Self Determination/Self Advocacy

  • Activity: Have each student write 5 positive things about every student in the class on separate sheets of paper. Review with individual student to help build self concept and self esteem.


Transition activity 4

Transition Activity #4

  • Self Determination/Self Advocacy

  • Activity: Read the Dr. Suess book, Oh, The Places You’ll Go (Examine the various places life may take you.)


Transition activity 5

Transition Activity #5

  • Self Determination/Self Advocacy

  • Activity: Facilitate a classroom discussion of the difference in “Wants and Needs.” After discussion, have student generate a T chart of 5 “needs” and 5 “wants.” (This list will later be used in developing goals.)


Transition activity 6

Transition Activity #6

  • Self Determination/Self Advocacy

  • Activity: From your list of wants, develop 3 goals. (Goal setting)


Transition activity 7

Transition Activity #7

  • Self Determination/ Self Advocacy

  • Activity: Choose one of the goals, prioritize a list of activities to be done to achieve the goal. (How to prioritize)


Transition activity 8

Transition Activity #8

  • Self Determination/Self Advocacy

  • Activity: Develop a plan for monitoring the activities from the previous goal. (Monitoring progress)


Transition activity 9

Transition Activity #9

  • Self Determination/Self Advocacy

  • Activity: Divide class into 2 groups and allow 5 minutes to generate a list of activities we use to self manage. (grocery lists, to do lists, calendars) Group with most activities wins. (Teaches self management skills)


Transition activity 10

Transition Activity #10

  • Self Determination/ Self Advocacy

  • Activity: Partner with another student and verbally sequence the plan for their day’s activities. (Teaches planning and self management)


Transition activity 11

Transition Activity #11

  • Self Determination/ Self Advocacy

  • Activity: Give each student a blank sheet of paper. Each student then stands and closes their eyes. Have student follow directions.

    1. Fold sheet in half.

    2. Tear off bottom right corner.

    3. Fold in half again

    4. Tear off left top corner

    5. Tear bottom right corner

    6. Fold in half again.

    7. Tear off top right corner.

    Everyone unfolds their paper. Each should be the same, but all are different. WHY? (Importance of active listening)


Transition activity 12

Transition Activity #12

  • Self Determination/ Self Advocacy

  • Activity: Partner with another student. While one student sits on his/her hands, the other student tells the story of his/her previous day. The listener must display appropriate listening behaviors, i.e., nodding, eye contact, gestures with appropriate verbal feedback, etc. (Active listening)


Transition activity 13

Transition Activity #13

  • Self Determination/ Self Advocacy

  • Activity: Volunteering

    KWL – Discuss: What do you know about volunteering? What would you like to know about volunteering? Each student decides on a volunteer activity to do in the next week.


Transition activity 14

Transition Activity #14

  • Self Determination/Self Advocacy

  • Activity: Question the teacher/principal

    Students formulate questions to obtain information relating to that individual’s personal career choices. (Learning to ask the “right”questions)


Transition activity 15

Transition Activity #15

  • Self Determination/ Self Advocacy

  • Activity: Round Robin for Health

    Each student names one way to improve or stay healthy as we go around the room taking turns. For each one named, the student gets 1 point. Tally scores at end.(Why health is important)


Transition activity 16

Transition Activity #16

  • Self Determination/ Self Advocacy

  • Activity: Divide into small groups and discuss what is known about health insurance. After a 5 minute discussion in the small group, share with the large group while teacher charts responses.


Transition activity 17

Transition Activity #17

  • Self Determination/ Self Advocacy

  • Activity: Who’s Important???

    Each student will make a list of 5 most important people in their lives. This list must include identifying information. (Begins Address Book or Reference List)


Transition activity 18

Transition Activity #18

  • Self Determination/ Self Advocacy

  • Activity: Personal Strengths and Limitations – Each student needs to recognize 3 strengths and 3 limitations. Write on separate index cards.


Transition activity 19

Transition Activity #19

  • Self Determination/ Self Advocacy

  • Activity: Limitations – Conference with individual student (may partner students together) on ways to overcome or compensate the identified limitations.


Transition activity 20

Transition Activity #20

  • Self Determination/ Self Advocacy

  • Activity: Charades

    Write various emotions on pieces of paper. Each student draws and acts out that emotion. (Effect of non-verbal behavior)


Transition activity 21

Transition Activity #21

  • Self Determination/ Self Advocacy

  • Activity: Group students in groups of 3. Students in the group discuss their own disability and how it affects them. Then each student talks about the accommodations that work best for him/her.


Transition activity 22

Transition Activity #22

  • Community

  • Activity: Each student consults a family member about their hobbies. Have a “Show and Tell” about the various hobbies identified.


Transition activity 23

Transition Activity #23

  • Community

  • Activity: Have each student interview 2 community leaders.


Transition activity 24

Transition Activity #24

  • Community

  • Activity: Identify adults they respect by job titles.


Transition activity 25

Transition Activity #25

  • Community

  • Activity: With a partner identify 3 skills needed to participate in community activities.


Transition activity 26

Transition Activity #26

  • Community

  • Activity: Have each student draw a map of their community.


Transition activity 27

Transition Activity #27

  • Community

  • Activity: RACE – Divide into 2 or 3 teams. Allow 5 minutes to brainstorm all the jobs within their community. Team with most jobs is the winner.


Transition activity 28

Transition Activity #28

  • Community

  • Activity: Divide into groups and write a song about a community place, person or people.


Transition activity 29

Transition Activity #29

  • Community

  • Activity: Make a list of people in your community you might ask to help you find a job.


Transition activity 30

Transition Activity #30

  • Community

  • Activity: Divide class into 2 groups. One group makes a list of things needed for daily living (i.e., stamps, bread, milk, towels, gas, medicine, etc.) The other group makes a list of places in the community. Then make a match game.


Transition activity 31

Transition Activity #31

  • Community

  • Activity: Write a community activity on an index card. Partner with another student and draw one card. Each pair discusses appropriate dress for that activity.


Transition activity 32

Transition Activity #32

  • Community

  • Activity: Each student develops a daily menu demonstrating a well balanced diet. Each student then swaps with another student to evaluate work. Discussion should be about the importance of daily nutrition.


Transition activity 33

Transition Activity #33

  • Community

  • Activity: Each student makes a list of 3 leisure activities he/she enjoys. Each student then chooses one activity and shares with another student the preparation needed to participate in that activity.


Transition activity 34

Transition Activity #34

  • Community

  • Activity: Divide the class into 2 or 3 groups. Each group then makes a diagram of government officials (i.e., local, state and federal) demonstrating the top official down.


Transition activity 35

Transition Activity #35

  • Community

  • Activity: Game of places. Write names of places in the community on pieces of paper. Each student draws one and has to give a verbal description of that place. Student who guesses it goes next.


Transition activity 36

Transition Activity #36

  • Community

  • Activity: Yellow Pages – Make a list of services that one would need. Students use phone book to locate the name and number of service providers in their community.


Transition activity 37

Transition Activity #37

  • Community

  • Activity: Divide class into 3 groups and have them brainstorm community services or activities that are paid for with tax dollars.


Transition activity 38

Transition Activity #38

  • Community

  • Activity: Invite a community leader to visit the classroom.


Transition activity 39

Transition Activity #39

  • Community

  • Activity: Stump the panel – Have 3 people volunteer to be a community expert panel. The audience then tries to stump the panel by asking questions about community/government services and their location. (court house, bank, jail, pharmacy, grocery, etc)


Transition activity 40

Transition Activity #40

  • Community

  • Activity: Role Play – Each student assume the role of a “community helper”. (nurse, doctor, policeman, fireman, mailman, etc.) While portraying this person, other students may ask questions about this type of job. (Research required)


Transition activity 41

Transition Activity #41

  • IGP

  • Activity: Assign the students to discuss three jobs they are interested in for a career with a partner.


Transition activity 42

Transition Activity #42

  • IGP

  • Activity: Develop a Three Column Chart for each Career Cluster with headings – “Careers”, “Skills” and “Courses” on each. Assign students to transfer their career choices onto a Post It note (one for each career) and place it on the related Career Cluster chart.


Transition activity 43

Transition Activity #43

  • IGP

  • Activity: Divide students into Career Cluster groups according to their career choices. Assign the groups to brainstorm 10 or more skills needed for the Career Cluster, and place/write them under the “Skills” section of the Career Cluster chart.


Transition activity 44

Transition Activity #44

  • IGP

  • Activity: Assign students to complete a Learning Styles Inventory (ex: CITE).


Transition activity 45

Transition Activity #45

  • IGP

  • Activity: For a journal activity, assign students to explain a minimum of 3 ways their Learning Style fits their career choices.


Transition activity 46

Transition Activity #46

  • IGP

  • Activity: Invite high school counselor to discuss course requirements with the students.


Transition activity 47

Transition Activity #47

  • IGP

  • Activity: Obtain copies of the high school catalog. Assign Career Cluster groups to examine the high school catalog to locate course offerings that are beneficial to the cluster and place/write them on the Three-Column chart labeled, “Courses.”


Transition activity 48

Transition Activity #48

  • IGP

  • Activity: Assign students to individually determine the courses they will need to take for their own personal career choice.


Transition activity 49

Transition Activity #49

  • IGP

  • Activity: Assign student to compare the list of courses from the Career Cluster group with a partner .


Transition activity 50

Transition Activity #50

  • IGP

  • Activity: Students are to individually determine if they need to add more courses to their own lists and how different their list is to the chart created by the group.


Transition activity 51

Transition Activity #51

  • IGP

  • Activity: For a journal entry, assign students to respond to the question –”Why do I read, what do I read, and how often do I read?”


Transition activity 52

Transition Activity #52

  • IGP

  • Activity: Using copies of their transcripts and/or progress reports, assign students to chart their reading grades, test scores, etc.


Transition activity 53

Transition Activity #53

  • IGP

  • Activity: Direct the students to analyze what the information from their charts says about their reading ability.


Transition activity 54

Transition Activity #54

  • IGP

  • Activity: Assign students to their Career Cluster groups. They then take turns sharing how reading will help their employability.


Transition activity 55

Transition Activity #55

  • IGP

  • Activity: For a journal entry, assign students to respond to the question, “When and how is math important in my life?”


Transition activity 56

Transition Activity #56

  • IGP

  • Activity: Using copies of their transcripts and/or progress reports, assign students to chart their math grades, test scores, etc.


Transition activity 57

Transition Activity #57

  • IGP

  • Activity: Direct students to analyze what the information from their charts says about their math ability.


Transition activity 58

Transition Activity #58

  • IGP

  • Activity: Assign each student to use a high school course planning sheet and a course catalog to decide the courses they will take in high school.


Transition activity 59

Transition Activity #59

  • IGP

  • Activity: Assign each Career Cluster group to research places of employment in the community that match the Career Cluster (Resources – Voc. Rehab, Chamber of Commerce, Employment Office, Internet, etc)


Transition activity 60

Transition Activity #60

  • IGP

  • Activity: Assign students to create a tracking chart keeping up with their own high school activities. (clubs/organization, recognitions, honors, work experience, etc.)


Transition activity 61

Transition Activity #61

  • IGP

  • Activity: Assign students to list their hobbies.


Transition activity 62

Transition Activity #62

  • IGP

  • Activity: For a journal entry, instruct students to respond to this questions, “Do my hobbies have a correlation to my Career Cluster choice?”


Transition activity 63

Transition Activity #63

  • IGP

  • Activity: Culminating Activity – Each Career Cluster group or students individually create a brochure highlighting the information gathered from The 3 Column Chart, The Community Research, etc. to share with others OR each student completes his/her IGP.


Transition activity 64

Transition Activity #64

  • Career Exploration

  • Activity: Research and discuss careers in Agriculture:

    What education is necessary?

    How many are employed in this field?

    What is the projected growth?

    What is the average salary?

    Is this an area of interest?


Transition activity 65

Transition Activity #65

  • Career Exploration

  • Activity: Research and discuss careers in Communication:

    What education is necessary?

    How many are employed in this field?

    What is the projected growth?

    What is the average salary?

    Is this an area of interest?


Transition activity 66

Transition Activity #66

  • Career Exploration

  • Activity: Research and discuss careers in Health Science:

    What education is necessary?

    How many are employed in this field?

    What is the projected growth?

    What is the average salary?

    Is this an area of interest?


Transition activity 67

Transition Activity #67

  • Career Exploration

  • Activity: Research and discuss careers in Public Service

    What education is necessary?

    How many are employed in this field?

    What is the projected growth?

    What is the average salary?

    Is this an area of interest?


Transition activity 68

Transition Activity #68

  • Career Exploration

  • Activity: Research and discuss careers in Arts & Humanities:

    What education is necessary?

    How many are employed in this field?

    What is the projected growth?

    What is the average salary?

    Is this an area of interest?


Transition activity 69

Transition Activity #69

  • Career Exploration

  • Activity: Research and discuss careers in Construction:

    What education is necessary?

    How many are employed in this field?

    What is the projected growth?

    What is the average salary?

    Is this an area of interest?


Transition activity 70

Transition Activity #70

  • Career Exploration

  • Activity: Research and discuss careers in Human Services:

    What education is necessary?

    How many are employed in this field?

    What is the projected growth?

    What is the average salary?

    Is this an area of interest?


Transition activity 71

Transition Activity #71

  • Career Exploration

  • Activity: Research and discuss careers in Science & Mathematics:

    What education is necessary?

    How many are employed in this field?

    What is the projected growth?

    What is the average salary?

    Is this an area of interest?


Transition activity 72

Transition Activity #72

  • Career Exploration

  • Activity: Research and discuss careers in Education:

    What education is necessary?

    How many are employed in this field?

    What is the projected growth?

    What is the average salary?

    Is this an area of interest?


Transition activity 73

Transition Activity #73

  • Career Exploration

  • Activity: Research and discuss careers in Information Technology:

    What education is necessary?

    How many are employed in this field?

    What is the projected growth?

    What is the average salary?

    Is this an area of interest?


Transition activity 74

Transition Activity #74

  • Career Exploration

  • Activity: Research and discuss careers in Social Sciences:

    What education is necessary?

    How many are employed in this field?

    What is the projected growth?

    What is the average salary?

    Is this an area of interest?


Transition activity 75

Transition Activity #75

  • Career Exploration

  • Activity: Research and discuss careers in Business & Marketing:

    What education is necessary?

    How many are employed in this field?

    What is the projected growth?

    What is the average salary?

    Is this an area of interest?


Transition activity 76

Transition Activity #76

  • Career Exploration

  • Activity: Research and discuss careers in Manufacturing:

    What education is necessary?

    How many are employed in this field?

    What is the projected growth?

    What is the average salary?

    Is this an area of interest?


Transition activity 77

Transition Activity #77

  • Career Exploration

  • Activity: Research and discuss careers in Transportation:

    What education is necessary?

    How many are employed in this field?

    What is the projected growth?

    What is the average salary?

    Is this an area of interest?


Transition activity 78

Transition Activity #78

  • Career Exploration

  • Identify your top three areas of career interest.

    What is the related career cluster for each area of interest?


Transition activity 79

Transition Activity #79

  • Career Exploration

  • What career possibilities do you see based on your present skills and interests, your likes and dislikes?


Transition activity 80

Transition Activity #80

  • Career Exploration

  • How much time are you willing and able to spend in further education or training?


Transition activity 81

Transition Activity #81

  • Career Exploration

  • Identify personal strengths that you possess and how these strengths will help in your chosen career.


Transition activity 82

Transition Activity #82

  • Career Exploration

  • Develop a career goal from the information that you currently possess about the world of work.


Transition activity 83

Transition Activity #83

  • Career Exploration

  • Discuss your ideal career based on your current abilities and knowledge of the world of work.


Transition activity 84

Transition Activity #84

  • Career Exploration

  • Identify five skills that you will need in order to be successful in your chosen career field.


Transition activity 85

Transition Activity #85

  • Resources

  • Activity: Divide into 2-3 groups and identify people or resources that are available to assist graduates and individuals after high school.


Transition activity 86

Transition Activity #86

  • Resources

  • Activity: Invite someone from the local Health Dept to visit class and inform of services available.


Transition activity 87

Transition Activity #87

  • Resources

  • Activity: Social Security – Discuss what it is and how people use it.


Transition activity 88

Transition Activity #88

  • Resources

  • Activity: Provide out handout from Appendix E in Transition Guide. Facilitate a discussion of the difference in IDEA and ADA.


Transition activity 89

Transition Activity #89

  • Resources

  • Activity: Discuss the Department of Vocational Rehabilitation. Possible activities: Invite Rehab Counselor, Web search, Brochure discussion


Transition activity 90

Transition Activity #90

  • Resources

  • Activity: Internet Resources – Visit the www.kycares.net website and facilitate use of the site for local services.


Transition activity 91

Transition Activity #91

  • Resources

  • Activity: Invite someone from Kentucky Supported Living to visit class. (502-564-7702)


Transition activity 92

Transition Activity #92

  • Resources

  • Activity: Have each student choose one of their goals from Activity #6. Identify outside resources that would be helpful in attaining this goal.


Transition activity 93

Transition Activity #93

  • Resources

  • Activity: Personal resources – Using the same goal from previous Activity (#92) identify personal resources for attaining that goal.


Transition activity 94

Transition Activity #94

  • Resources

  • Activity: Transfer of Rights – Discuss the pros and cons of being 18. Generate lists of privileges and responsibilities.


Transition activity 95

Transition Activity #95

  • Resources

  • Activity: Divide class into groups and have each group do a web search to identify agencies that support persons with disabilities. The team with the most identified agencies wins.


Transition activity 96

Transition Activity #96

  • Resources

  • Activity: Each team from previous activity (#95) chooses one agency or resource. The team then researches services provided by that agency.


Transition activity 97

Transition Activity #97

  • Resources

  • Activity: Each group reports their finding from previous activity (#96) to the group.


Transition activity 98

Transition Activity #98

  • Resources

  • Activity: Have representative from local community college visit class.


Transition activity 99

Transition Activity #99

  • Resources

  • Activity: Have representative from vocational/technical school visit class.


Transition activity 100

Transition Activity #100

  • Resources

  • Activity: Have Disability Coordinator from nearby college or university visit the class.


Transition activity 101

Transition Activity # 101

  • Resources

  • Activity: Draw a map of Kentucky on paper or poster board. Write the names of all the Comprehensive Care Centers on pieces of paper. Each student takes one and gathers demographic information. Each student then places that center on the map.


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