Minnesotas Parent Training and Information Center Home to PACERs National Parent Center on Transition and Employment History of developing national parent training curricula through federal grants ID: 1045963
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1. Mapping Dreams:The Transition to Adulthood
2. Minnesota’s Parent Training and Information Center Home to PACER’s National Parent Center on Transition and EmploymentHistory of developing national parent training curricula through federal grants
3. Mapping Dreams: The Transition to AdulthoodSession AgendaWelcome & introductionsThe power of parent involvementTransition in the IEPTransition to employment10 minute breakTransition to postsecondary education or trainingTransition to independent livingClosing thoughts, Q & A, evaluation surveys
4. Factors Linked to Post-High School SuccessPerforming the acts of daily living wellGetting together with friends weeklyParticipating in a school sport or club Avoiding suspension Taking a college entrance or placement examHaving recent paid work experienceHaving parents who expect the student to live independently
5. “Parents are Forever”Parents have the “history”Know youth the bestMember of IEP team at least until transfer of rightsMaintain high expectationsHelp student make informed choicesLearn new supporting role
6. Family involvement is a greater predictor of successful outcomes for youth than income or social status.The Power of Parent Involvement and High Expectations
7. Individuals with Disabilities Education Act (IDEA)Section 504 of the Rehabilitation ActAmericans with Disabilities Act (ADA)Workforce Innovation & Opportunity Act (WIOA)Olmstead DecisionHigher Education Opportunity ActHigh Expectations for Access, Opportunity, and Participation
8. What Parents Can Do Hold and communicate high expectations Understand and take an active role in IEP processSupport your youth’s participation in the IEP processMake sure academic skills, self-advocacy skills, and accommodations are addressedUnderstand that the school can’t and won’t “do it all”
9. What skills do I need?What support will I needWho can help?
10. Become aware of optionsInvite new people into student’s lifeStay flexibleAsk questionsAdvocate for needs to be met appropriately How We Can Go from “Here” to “There”
11. StudentWho Does the Planning and Why?
12. IEP team identifies present levels ofstrengths, needs, interests IEP: Measurable postsecondary goalsTransition services Annual goals Courses of study Other activitiesTransition in the IEP
13. Explore the optionsTalk with each otherSet a destinationMap a course“Recalculate”Mapping Dreams: The Transition to Employment
14. Transition to Employment: Explore OptionsExplore interests, skills, and dreamsDiscover how interests, dreams, and skills relate to employment possibilitiesPlan for work-based learning opportunities
15. Transition to Employment: Explore OptionsTake note of “soft skills” development Soft Skills = “The skills, traits, work habits, and attitudes that all workers across all occupations must have in order to obtain, maintain, and progress in employment.” -National Collaborative on Workforce and Disability for Youth
16. Handout: Talk to Your Child About Employment: A Checklist for ParentsTalk with Each Other
17. Measurable post-school goal for employment in the IEPGet My Future at Career One Stopwww.careeronestop.org/GetMyFuture/ Individual Learning Plan Minnesota Career Information System (MCIS), NavianceMinnesota CAREERwise: www.careerwise.mnscu.edu/Transition to Employment: Set a Destination
18. Develop a plan Employment supportsTrainingJob placementSet short-term goalsIEP goals and activitiesFamily support Transition to Employment: Map a Course
19. Transition to Employment: Map a CourseFind others to helpVocation Rehabilitation (VR) CounselorSpecialized Deaf/Hard of Hearing ServicesState Services for the Blind (SSB) CounselorCounty Developmental Disabilities or Mental Health Case Manager
20. Explore the optionsTalk with each otherSet a destinationMap a course“Recalculate”Mapping Dreams: The Transition to Postsecondary Education or Training
21. Provides preparation for employmentBuilds life skills and social skillsLower unemployment rate for those who attended collegeCollege grads earn more money than those who did not attend collegeMost college students agree that going to college was “worth it”Why is Postsecondary Education or Training Important?
22. The IEP does not transfer with your child to a postsecondary education program.Learn about Changes in Rights and Responsibilities
23. What Families Can Do Now:Self-Advocacy is the Key to SuccessHelp your young adult discover….how their disability affects themwhat kind of help they need to succeedhow to ask for accommodationstheir strengths and weaknessestheir short-term and long-term goals
24. http://pacer.org/transition/learning-center/employment/self-advocacy.asp How it Works at College: Disability Disclosure
25. Disclose disabilityProvide documentationRequest assistance and follow processCollaborate with staff and faculty to determine ”academic adjustments” (accommodations)How it Works at College: The Interactive Process
26. College-Bound with Assistive Technology
27. Transition to Postsecondary Education or Training:Explore OptionsCertificate or trade school programsTwo-year technical school or community collegeFour-year college or universityCollege experiences for students with intellectual and developmental disabilitiesOther postsecondary and training options
28. Handout: Talk to Your Child About Postsecondary Education or Training: A Checklist for ParentsTalk with Each Other
29. Handout: Set a Postsecondary Education or Training Destination and Map a Course to Get There Transition to Postsecondary Education or Training:Set a Destination
30. Transition to Postsecondary Education or Training: Map a CourseClarify admission requirementsGPA or course requirementsCollege Board testsRecommendation lettersUpdate IEP as neededIEP goals and activitiesCreate linkage to new program
31. Explore the optionsTalk with each otherSet a destinationMap a course“Recalculate”Mapping Dreams: The Transition to Independent Living
32. Will your child have the skills to live, learn, and work in the community?Recreation and leisure activitiesCommunity participationTransition to Independent Living: Explore Options
33. Home livingTransportationMedical careFinance managementHousing PACER’s Housing Project: www.pacer.org/housing/ Transition to Independent Living: Explore Options
34. Handout: Talk to Your Youth About Independent Living: A Checklist for ParentsTalk with Each Other
35. Transition to Independent Living: Set a Destination and Map a CoursePractice independent-living skills at home and in the communityDetermine skills or experiences best addressed at school
36. Transition to Independent Living: Set a Destination and Map a CourseCheck into supports or services available from community-based organizations and public agencies such as: Developmental Disabilities Case Management and Support ServicesCenters for Independent Living (CILs)Adaptive Recreation and Leisure ProgramsSpecial Olympics Unified Champion SchoolsDisability-specific organizations
37. www.facebook.com/npcte www.pacer.org/transition
38. State-Specific ResourcesAdd state-specific resources to this slide, such as:Vocational Rehabilitation Services (VRS)Workforce Center SystemProtection & AdvocacyCenters for Independent LivingState Education Agency transition web page Disability-specific advocacy organizations
39. It’s Worth the Effort!“Dreaming, hoping, and seeing potential where others may not – that’s the role of the family. Believe in the capability of your child, cultivate patience, and view your child’s future with anticipation and optimism.” ~ from High Expectations by PACER Center
40. Contact Us – We’re Here to Help!