Transition Guide a Guide for Planning and Organizing Your

Where am I going? How do I get there?

Transition Guide A Guide for Planning and Organizing Your

Journey from High School to Adult Life

If you have questions or concerns about self-advocacy or transition and would like to speak with your local PIN Specialist, please contact the

Parent Information Network Becky Raabe, PIN Coordinator 2835 N Steves Boulevard Flagstaff, Arizona 86004 [email protected] 928-679-8106 1-866-230-PINS (7467) http://www.ade.az.gov/pinspals

The contents of this publication was compiled in August 2006, revised in July 2007 by Parent Information Network Specialists Jana Bays and Barb Ross in collaboration with the Arizona Department of Education, Exceptional Student Services, with funds allocated by the U.S. Department of Education under IDEA 2004. The contents do not necessarily represent the policy of the agency nor should endorsement by the Federal government be assumed. The Arizona Department of Education of the State of Arizona does not discriminate on the basis of race, religion, color, national origin, sex, disability or age in its programs, activities or in its hiring and employment practices. If you have questions or grievances related to this policy, please contact the Administrative Services DAS at 602-542-3186. This document is in the public domain and may be freely reproduced in its current format. For more information, call the Parent Information Network at 928-679-8102 or 866-230-PINS (7467).

Parent Information Network Arizona Department of Education Exceptional Student Services 8/07

2007 S M T W T F S S M T W T F S S M T W T F S S M T W T F S JANUARY FEBRUARY MARCH APRIL 1 2 3 4 5 6 1 2 3 1 2 3 1 2 3 4 5 6 7 7 8 9 10 11 12 13 4 5 6 7 8 9 10 4 5 6 7 8 9 10 8 9 10 11 12 13 14 14 15 16 17 18 19 20 11 12 13 14 15 16 17 11 12 13 14 15 16 17 15 16 17 18 19 20 21 21 22 23 24 25 26 27 18 19 20 21 22 23 24 18 19 20 21 22 23 24 22 23 24 25 26 27 28 28 29 30 31 25 26 27 28 25 26 27 28 29 30 31 29 30

MAY JUNE JULY AUGUST 1 2 3 4 5 1 2 1 2 3 4 5 6 7 1 2 3 4 6 7 8 9 10 11 12 3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 6 7 8 9 10 11 13 14 15 16 17 18 19 10 11 12 13 14 15 16 15 16 17 18 19 20 21 12 13 14 15 16 17 18 20 21 22 23 24 25 26 17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25 27 28 29 30 31 24 25 26 27 28 29 30 29 30 31 26 27 28 29 30 31

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2008 S M T W T F S S M T W T F S S M T W T F S S M T W T F S JANUARY FEBRUARY MARCH 1 APRIL 1 2 3 4 5 1 2 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 9 10 11 12 3 4 5 6 7 8 9 9 10 11 12 13 14 15 6 7 8 9 10 11 12 13 14 15 16 17 18 19 10 11 12 13 14 15 16 16 17 18 19 20 21 22 13 14 15 16 17 18 19 20 21 22 23 24 25 26 17 18 19 20 21 22 23 23 24 25 26 27 28 29 20 21 22 23 24 25 26 27 28 29 30 31 24 25 26 27 28 29 30 31 27 28 29 30

MAY JUNE JULY AUGUST 1 2 1 2 3 1 2 3 4 5 6 7 1 2 3 4 5 3 4 5 6 7 8 9 4 5 6 7 8 9 10 8 9 10 11 12 13 14 6 7 8 9 10 11 12 10 11 12 13 14 15 16 11 12 13 14 15 16 17 15 16 17 18 19 20 21 13 14 15 16 17 18 19 17 18 19 20 21 22 23 18 19 20 21 22 23 24 22 23 24 25 26 27 28 20 21 22 23 24 25 26 24 25 26 27 28 29 30 25 26 27 28 29 30 31 29 30 27 28 29 30 31 31

SEPTEMBER OCTOBER NOVEMBER 1 DECEMBER 1 2 3 4 5 6 1 2 3 4 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 9 10 11 12 13 5 6 7 8 9 10 11 9 10 11 12 13 14 15 7 8 9 10 11 12 13 14 15 16 17 18 19 20 12 13 14 15 16 17 18 16 17 18 19 20 21 22 14 15 16 17 18 19 20 21 22 23 24 25 26 27 19 20 21 22 23 24 25 23 24 25 26 27 28 29 21 22 23 24 25 26 27 28 29 30 26 27 28 29 30 31 30 28 29 30 31

2009 S M T W T F S S M T W T F S S M T W T F S S M T W T F S JANUARY FEBRUARY MARCH APRIL 1 2 3 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 4 5 6 7 8 9 10 8 9 10 11 12 13 14 8 9 10 11 12 13 14 5 6 7 8 9 10 11 11 12 13 14 15 16 17 15 16 17 18 19 20 21 15 16 17 18 19 20 21 12 13 14 15 16 17 18 18 19 20 21 22 23 24 22 23 24 25 26 27 28 22 23 24 25 26 27 28 19 20 21 22 23 24 25 25 26 27 28 29 30 31 29 30 31 26 27 28 29 30

MAY 1 2 JUNE JULY AUGUST 1 3 4 5 6 7 8 9 1 2 3 4 5 6 1 2 3 4 2 3 4 5 6 7 8 10 11 12 13 14 15 16 7 8 9 10 11 12 13 5 6 7 8 9 10 11 9 10 11 12 13 14 15 17 18 19 20 21 22 23 14 15 16 17 18 19 20 12 13 14 15 16 17 18 16 17 18 19 20 21 22 24 25 26 27 28 29 30 21 22 23 24 25 26 27 19 20 21 22 23 24 25 23 24 25 26 27 28 29 31 28 29 30 26 27 28 29 30 31 30 31

SEPTEMBER OCTOBER NOVEMBER DECEMBER 1 2 3 4 5 1 2 3 1 2 3 4 5 6 7 1 2 3 4 5 6 7 8 9 10 11 12 4 5 6 7 8 9 10 8 9 10 11 12 13 14 6 7 8 9 10 11 12 13 14 15 16 17 18 19 11 12 13 14 15 16 17 15 16 17 18 19 20 21 13 14 15 16 17 18 19 20 21 22 23 24 25 26 18 19 20 21 22 23 24 22 23 24 25 26 27 28 20 21 22 23 24 25 26 27 28 29 30 25 26 27 28 29 30 31 29 30 27 28 29 30 31

This WayOne Step at a Time!

Section 1: What is Transition?

Section 2: Getting Started: Self-Advocacy

Section 3: My Interests: Self-Evaluation Checklist

Section 4: Its All About Me!

Section 5: Postsecondary Options

Section 6: Independent Living

Section 1: What is Transition?

Transition services means a coordinated set of activities for a student with a disability that is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the student with a disability to facilitate the students movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.

Transition is based on the individual students needs, taking into account the students strengths, preferences, and interests; and including instruction, related services, community experiences, the development of employment and other post- school adult living objectives, and if appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

IDEA 2004, Sec 602 (34)

This Transition Guide is a basic footprint to help develop a personalized transition plan for your future. Please add information necessary to meet your individual needs.

Documents for this section:

x Summary of Performance x Transfer of Rights at the Age of Majority Brochure x Preparing for Employment: On the Home Front

Arizona Department of Education Tom Horne, Superintendent of Public Instruction

Transition Services Preparing Students for Success after High School

SUMMARY OF PERFORMANCE

What Parents Should Know

Parents, youth, and young adult students with SUMMARY OF PERFORMANCE — disabilities should be aware that the 2004 For a child whose eligibility under this amendments to IDEA include a mandate that part terminates under circumstances described in clause (i), a local public education agencies provide a Summary educational agency shall provide the child with a summary of the child’s of Performance to students when their eligibility academic achievement and functional performance, which shall include for special education terminates. This means recommendations on how to assist the child in meeting the child’s that a Summary of Performance: postsecondary goals.

1. Must be developed when the student 20 U.S.C. 1414 (c) 300.305 (e)(3)

exits school due to: Graduation with a regular diploma, or Reaching maximum age (ages out). 2. Must include information on the student’s Exceptional Student Services academic achievement. 1535 West Jefferson Street Phoenix, Arizona 85007 3. Must include information on the student’s (602) 542-4013 functional achievement. August 2006 4. Must include recommendations on how to further assist the student in meeting his/her post high school goals.

National Center on Secondary Education and Transition

Parent Brief

Promoting Effective Parent Involvement in Secondary Education and Transition March 2006

Preparing for Employment: On the Home Front

Young people looking for their first jobs may be overwhelmed by the process and seek help from others. Individualized Education Program (IEP) teams can help young people with disabilities develop a plan that includes employment goals. Schools can also help youth develop specific career skills by guiding students to courses needed to enter a particular field, helping students practice interviewing and asking for employment accommodations, or offering work-based learning opportunities.

Work-based learning during the school years leads to better post-school employment outcomes (Hughes, Moore, & Bailey, 1999). Volunteer experiences and unpaid internships, in addition to paid employment, can be steppingstones to future employment. Youth and their families need not rely solely on school programs to pursue such opportunities. They can do much on their own to launch the youth’s career search. Recent studies demonstrate the effectiveness of using personal networks as a job search strategy (Timmons, Hamner, & Boes, 2003), and highlight the fact that families make key contributions to successful employment outcomes for individuals with disabilities (26th Institute on Rehabilitation Issues, 2000).

There are creative ways to combine community relationships, a young person’s interests, and family or personal networks to help a young person effectively explore work-based learning outside of school settings. Parents may seek opportunities through co-workers, relatives, and neighbors. Moreover, parents often know their children better than professionals do and can help their sons and daughters explore their unique abilities, strengths, and interests—all of which may lead to an appropriate career path.

Many practical strategies for preparing a young adult with disabilities for employment are not difficult. These include such things as assigning chores at home, encouraging youth to volunteer in their community, or keeping an eye open for employment opportunities. Families can adopt these or other approaches within their own communities or share their ideas with the IEP team. The insights of family members can serve as the basis for strategies and services identified in a student’s IEP transition goals. Youth can also learn to be self- advocates in seeking a good job.

Self-Determination: Youth Can Take Control

Ultimately, to be successful in the workplace, youth must develop skills that allow them to become as independent as possible. Skills such as self-knowledge, goal setting, decision making, problem solving, and self-advocacy are crucial for young people with disabilities. These skills are all considered aspects of self- determination. Research supports the idea that youth who leave high school with self-determination skills have a greater chance of achieving positive post school outcomes than those who do not (Wehmeyer & Schwartz, 1997). Self-determined youth will also be able to exert greater control in the selection and use of adult services and supports in their postsecondary education and employment goals. Parents can help their children develop self-determination skills by creating a supportive environment, which allows youth to take risks, test their abilities and limitations, develop their problem solving skills, and practice positive work habits and behaviors. Although parents can do much to launch their sons and daughters into the work force, their children’s future is their own. An understanding of oneself, including how one’s health and disability will impact work, is key to becoming an effective self-advocate and essential to postsecondary education and employment success.

Juan: Taking the Initiative

Juan, an 18-year-old who grew up in Mexico, recently moved to Minneapolis with his family. Although Juan dropped out of school before earning his diploma, he received four years of education in the United States and had been diagnosed with a learning disability. He wanted to increase his employability by gaining work skills and experience, but he also worried that the lack of a diploma would be an obstacle to a job that pays well. One day a friend told him about a work program at a local community center, and Juan decided to check it out. The program was a youth employment and training program funded by the Workforce Investment Act (WIA). The staff helped Juan to earn his GED, increase his work-readiness skills, and understand his disability and how it might affect his work style. Now Juan feels prepared to explain his learning disability and ask for appropriate accommodations once he is offered a job.

Learning About Skills, Needs, and Interests

Starting a journey toward successful employment may seem more difficult than the journey itself. Often young people blossom once they are given a chance to prove themselves, and a career path is more easily identified using the new knowledge of their skills and interests.

Learning About Themselves Parents can help organize and clarify a young person’s strengths, needs, and interests. Keep in mind a student’s skills and preferences: x Perceptual skills: ability to judge where, how, and if things fit together. x Interpersonal skills: attitude, cooperation, teamwork, and communication skills. Look at how a student gets along with family, people in the community, peers, teachers, and employers. x Work aptitudes: ability to remember and follow instructions and procedures, ability to plan, organize, and improve with practice. x Work behaviors: ability to concentrate and stay on a task and ability to remain motivated. x Interests: personal goals and interests, hobbies, leisure-time activities, academics, and favorite and least-favorite subjects. x Cognitive skills: reading and math skills, concept formation, thinking style, and problem solving abilities. x Motor skills: using one’s hands, eye/hand coordination, fine motor skills, and mobility (PACER, 2003).

It is also important to talk with a young person about his or her dreams. A young person should answer questions such as: What do I do well? What is hard for me? What do I like to do?

Maria: What Kind of Job Do I Want?

Maria, 18, wanted to get a summer job, but she didn’t know what she wanted to do. Her father realized the importance of finding employment for Maria that suited her strengths and interests. He knew that, because of her developmental disability, Maria might not be successful in a job where she felt pressured or one where she had to follow multiple directives. Before Maria started looking for summer employment, she and her father explored her expectations for a career. They were able to identify that Maria preferred to work outside, in a casual environment, and have a flexible schedule. Maria also expressed concerns that she would not be able to count change; she did not want to work as a cashier. With this information, Maria and her father started the job search and found a part-time position at a tree farm. The time Maria and her father spent talking about careers, her interests, and her likes and dislikes helped her focus the job search and find a summer job she really liked. It also gave her a head start on developing an Individual Plan for Employment with the counselor from the state vocational rehabilitation agency that she will begin working with in the fall.

Résumé Basics: Work Experience and References

Putting Together a Résumé

Paid work experience is not the only thing that makes a job applicant’s résumé appealing to an employer. Employers appreciate a young person who shows the motivation to do a good job. Youth who may be too young or not ready for a paid job can create a résumé and gain valuable experience by doing jobs around the house or neighborhood or by volunteering even for a day. Including a list of informational interviews conducted by youth in a résumé can also help document an individual’s initiative as well as vocational education experiences. Parents can help youth identify the types of experiences that may be included in the youth’s résumé.

Adam: Résumé and References

Adam, who is 14 and has Down Syndrome, was too young to have a job, but he was eagerly looking forward to finding a job the following year. He had learned about résumés in school but wondered what he could list on one since he had no previous employment. However, Adam had been mowing several lawns in the neighborhood, and his mother suggested that he ask some of his clients for a reference letter. After making sure that he was on time and did a good job with every lawn all summer, Adam asked his neighbors if they might provide him with letters. To his amazement, everyone was willing. He was proud of the letters that highlighted his hard work and his traits of being prompt and considerate. The next summer he took the letters with him to an interview at a lawn-care service. The manager was extremely impressed and offered Adam a job.

Shayla: Looking Ahead

Shayla, 20, has a chronic health condition. She currently works 12 hours a week busing tables at a restaurant. She appreciates having the job and the spending money it provides, but she is also interested in exploring other vocations. At school, she participated in a career interest assessment, which her parents helped her complete. The assessment noted that she would enjoy the responsibility and organization of office work. Shayla agreed and asked her parents if they knew anyone who worked in an office. She had learned about informational interviews in school and wanted to conduct one with someone who worked in her field of interest. Her uncle, a warehouse-shipping supervisor, arranged for Shayla to speak to the office manager. Not only did she learn about office work, she also gained an experience to add to her résumé. Shayla is currently taking office skills classes in school and plans to look for an office job when she graduates.

Job Satisfaction and Long-Term Goals

Matching a person’s strengths and interests to a job is important to ensuring long-term success and job satisfaction (Dawis, 1987; Jagger, Neukrug, & McAuliffe, 1992; Mank, 2003). Youth should explore vocations that interest them. Matching youth with jobs that suit their interests and strengths is one way to promote success in the workplace.

Combining Formal and Natural Supports

Many youth with significant disabilities use job coaches, assistive technology, and/or workplace accommodations when entering employment. These formal supports can be provided or funded by service providers from special education, county social services, waiver programs, vocational rehabilitation, or developmental disabilities systems. Formal supports can be short term or extend long into the course of an individual’s employment. Parents and youth should also be aware of natural supports that may be available in the workplace. Natural supports include training, job sharing, mentoring, and flexible scheduling. An example of a natural support is when a more experienced employee helps a co-worker solve a problem.

Natural supports are provided directly by the employer (not an outside agency) and may be generally available to employees who are not disabled. Natural supports are appealing to employers because they are generally low cost. They are also appealing to people with disabilities and their families because they promote normal interaction and relationships with co-workers.

Involving co-workers in support of employment is important even when an individual requires formal supports from an outside agency. Employees with disabilities who receive natural supports from co-workers are more likely to have more typical work roles, higher wages, and positive relationships with co-workers (Mank, 2003). It may require some effort to find the right situation for a person who needs extra support on the job, but once in place, a system of natural supports can increase the feelings of accomplishment and independence on the job for a person with a disability.

Barbara: Personal Connections Build Natural Supports

Barbara, 16, has a moderate cognitive disability. She was very excited about having a job but required a certain level of on-the-job training and supervision to be successful. A job coach was not available through her special education program, and Barbara did not yet qualify for other services to pay for a job coach. One day while grocery shopping, Barbara’s mother noticed her arranging disheveled stock on the shelves and tending to empty shopping carts. The next day Barbara’s mother called the store and spoke to the manager. The manager knew that Barbara’s family were long-time customers and was willing to give Barbara a job on a trial basis. The manager was also willing to recruit other workers in the store to act as Barbara’s support staff. Now, Barbara not only has a job, but she has also gained many friends who help her every day. She doesn’t need much help now that she has mastered most of the daily tasks of her work at the store.

Using Your Personal Network

Most people have a circle of contacts within a community. Relatives, friends, co-workers, and people who own or work at the grocery stores, restaurants, or other businesses regularly patronized by a family can have potential job leads. Think outside of your close friends and acquaintances. The personal contacts of IEP team members may also lead to independent job opportunities. The vast majority of jobs are gained not by responding to an advertisement in the newspaper, but by using contacts. Using this method can also help identify safe and familiar work site locations. Don’t despair if this method does not yield results right away. Sometimes notifying friends and acquaintances will prompt them to think of you when a job opportunity arises in the future.

John: Spreading the Word

John, a 16-year-old with spina-bifida, was hoping to find a summer job. Spanish was both a strong interest and an academic strength of John’s and he had previously identified improving his Spanish language ability as an IEP goal. He hoped to find a summer job that would help him build his Spanish-speaking skills. Because he uses a wheelchair, John would also need to find a setting that was wheelchair accessible. He mentioned his goal at his IEP meeting his junior year. A district administrator attending John’s IEP meeting was a close friend of a principal at a Spanish immersion elementary school that conducted an annual summer camp—in a school building that had recently been renovated to meet the accessibility standards of the Americans with Disabilities Act. Hearing of John’s interest, the administrator called her friend, who welcomed the idea of having a student volunteer. Personal connections helped create a successful volunteer opportunity for John at the summer camp—and eventually a part-time job the following year.

Josh: Getting By With a Little Help From Friends

Josh is a 16-year-old with a significant learning disability. He is also an avid sports fan. Josh received special education services in school. He identified the goal of exploring employment opportunities in a sports-related field with his IEP team during the school year. When Josh expressed an interest in finding a summer job, he and his parents began his job search by brainstorming ideas for jobs he might like—such as working at a health club, selling sports equipment, or working at the baseball stadium, or a park and recreation summer program. Next, he and his parents mapped a network of contacts, identifying relatives, friends, and co- workers, who might have leads. In all they listed 20 people they could ask about opportunities for Josh. The husband of a co-worker knew of a part-time opening as a golf course attendant. Josh was able to land the job. Josh was thrilled, because he loves watching Tiger Woods on television.

Unpaid Work Experience Can Lead to Paid Jobs

Building Confidence Through Volunteering

Learning on the job is the best way to develop job skills. However, young people with disabilities may need help obtaining real work experience. School guidance counselors, religious leaders, or friends may know of job shadowing, volunteer, or internship opportunities for youth. When young people feel too insecure to find volunteer work on their own, parents or other family members can help them overcome their initial anxiety by offering to volunteer together. Through experience, youth will see they have the ability to work on their own.

Calvin: Volunteering Opens Doors

Calvin, 16, was looking for his first job but was having difficulty finding one. Jobs in his neighborhood were scarce. Although he had a hearing impairment, he did not receive services that would help him find a part- time job after school hours. One evening, Calvin’s mother mentioned his situation to a cousin, who works as the kitchen supervisor for a local retirement residence. Calvin’s cousin suggested that Calvin gain some work experience by volunteering there on the weekends. At first, Calvin only prepared for and cleaned up after lunches on Saturdays, but soon he was asked if he could work more hours. Calvin was such a hard worker that he was offered a paying position in the kitchen. Now, because of his upbeat attitude and strong work ethic, he is a favorite among staff and residents.

Robert: Volunteer Experiences Build a Résumé

Robert is an active 15-year-old with Attention Deficit Disorder. Over the summer, students in Robert’s high school work-skills class were encouraged to add one volunteer work experience to their résumé. One day, Robert’s brother saw an ad recruiting volunteers to work at an upcoming marathon. Robert loves spending time in the out of doors, but was nervous about responding on his own. He agreed, however, when his brother said he would volunteer along with him. Both brothers were assigned responsibility for filling and distributing water at a point on the race route. Robert had so much fun that he worked by himself at three other races and one family-fun day at the health club that summer. Robert impressed his work-skills teacher by having five volunteer experiences on his résumé. He continues to volunteer and has applied for a paying position at the health club.

Where to Find More Information on Work-based Learning National Center on Secondary Education and Transition (NCSET) www.ncset.org PACER Center www.pacer.org/swift

National Collaborative on Workforce and Disability for Youth www.ncwd-youth.info

Summary

Youth with disabilities who participate in quality work-based learning activities have more successful post- school outcomes, including employment and further education. Real-life work experiences help a young person develop important “soft skills” such as teamwork and time management, make career decisions, network with potential employers, and develop job skills relevant to future employment. They also help youth assess the impact of their disability in an employment setting and learn what job accommodations they need in the workplace. Using their combined resources, youth, families, and IEP teams can ensure that work-based learning opportunities are a good match with a student’s individual interests, strengths, and needs. These experiences not only help youth to build their résumés, but provide the foundation for a life of increased earning and self-determination.

References

Dawis, R. (1987). A theory of work adjustment. In B. Bolton (Ed.), Handbook on the measurement and evaluation in rehabilitation (2nd ed.) (pp. 207–217). Baltimore: Paul H. Brookes.

Hughes, K. L., Moore, D. T., & Bailey, T. R. (1999). Work-based learning and academic skills. Retrieved February 23, 2006, from http://www.tc.edu/iee/PAPERS/workpap15.pdf

Jagger, L., Neukrug, E., & McAuliffe, G. (1992). Congruence between personality traits and chosen occupation as a predictor of job satisfaction for people with disabilities. Rehabilitation Counseling Bulletin, 36(1), 53–60.

Mank, D. (2003). A synthesis of a research series on typicalness, co-worker supports, and quality outcomes in supported employment. Bloomington, IN: Indiana Institute on Disability and Community, Indiana University. Retrieved February 23, 2006, from http://www.indiana.edu/~soedean/mank.ppt

Timmons, J. C., Hamner, D., & Boes, J. (2003). Four strategies to find a good job: Advice from job seekers with disabilities. Tools for Inclusion, 11(2), 1–5.

Twenty-Sixth Institute on Rehabilitation Issues. (2000). The family as a critical partner in the achievement of a successful employment outcome. Hot Springs, AR: University of Arkansas.

Wehmeyer, M., & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63(2), 245–255.

Authors: Sean Roy and Beth Casper, PACER Centre There are no copyright restrictions on this document. However, please cite and credit the source when copying all or part of this material.

This document was reprinted and distributed by the Parent Information Network, Arizona Department of Education, Exceptional Student Services. It appears on the National Center on Secondary Education and Transition (NCSET) website at www.ncset.org/publications.

Section 2: Getting Started

Do you know how to speak up for what you need or want?

What is Self-Advocacy? Here are a few quotes from self-advocates around the country...

x Self-advocacy means speaking up for your needs.

x Self-advocacy is the ability to communicate with others to acquire information and recruit help in meeting personal needs and goals.

x Self-advocacy is an individuals ability to speak for oneself and ones own needs. Self-advocacy and self-determination are related concepts from the belief system that values the rights of individuals to make choices.

x Self-advocacy is referred to as the ability to articulate ones needs and make informed decisions about the supports necessary to meet those needs.

Documents for this section:

x Family Educational Rights and Privacy Act (FERPA) x Fact Sheet: Summary of Self-Determination x Delegation of Right to Make Educational Decisions

Family Educational Rights and Privacy Act (FERPA) Frequently Asked Questions

1. What is FERPA?

The Family Educational Rights and Privacy Act (FERPA) is a federal law that affords parents the right to have access to their children's education records, the right to seek to have the records amended, and the right to have some control over the disclosure of personally identifiable information from the education records. When a student turns 18 years old, or enters a postsecondary institution at any age, the rights under FERPA transfer from the parents to the student (“eligible student”). The FERPA statute is found at 20 U.S.C. § 1232g and the FERPA regulations are found at 34 CFR Part 99.

2. How am I informed about my rights under FERPA?

Educational agencies and institutions are required to notify parents and eligible students about their rights under FERPA. Section 99.7 of the FERPA regulations sets forth the requirements for the notification and there is a model notification on this Web site. Schools do not have to individually notify parents and eligible students but do have to notify them by any means that are reasonably likely to inform the parents or eligible students of their rights.

3. Under what circumstances may a school disclose information from education records without consent?

There are several exceptions to FERPA's general prior consent rule that are set forth in the statute and the regulations. See § 99.31 of the FERPA regulations. One exception is the disclosure of “directory information” if the school follows certain procedures set forth in FERPA. [34 CFR § 99.31(a)(11)]

4. What is “Directory Information”?

FERPA defines “directory information” as information contained in the education records of a student that would not generally be considered harmful or an invasion of privacy if disclosed. Typically, “directory information” includes information such as name, address, telephone listing, date and place of birth, participation in officially recognized activities and sports, and dates of attendance. A school may disclose “directory information” to third parties without consent if it has given public notice of the types of information which it has designated as “directory information”, the parent's or eligible student's right to restrict the disclosure of such information, and the period of time within which a parent or eligible student has to notify the school in writing that he or she does not want any or all of those types of information designated as “directory information”. The means of notification could include publication in various sources, including a newsletter, in a local newspaper, or in the student handbook. The school could also include the directory information notification as part of the general notification of rights under FERPA. The school does not have to notify a parent or eligible student individually. (34 CFR § 99.37)

5. If I am a parent of a college student, do I have the right to see my child's education records, especially if I pay the bill?

As noted above, the rights under FERPA transfer from the parents to the student, once the student turns 18 years old or enters a postsecondary institution at any age. However, although the rights under FERPA have now transferred to the student, a school may disclose information from an “eligible student’s” education records to the parents of the student, without the student's consent, if the student is a dependent for tax purposes. Neither the age of the student nor the parent's status as a custodial parent is relevant. If a student is claimed as a dependent by either parent for tax purposes, then either parent may have access under this provision. [34 CFR § 99.31(a)(8)

6. Can a postsecondary institution disclose financial records of an eligible student with the student's parents?

If the student is a dependent for income tax purposes, the institution may disclose any education records, including financial records to a student's parents. If the student is not a dependent, then the student must generally provide consent for the school to disclose the information to the parents.

7. What if my child is a minor and he or she is taking classes at a local college while still in high school—do I have rights?

If a student is attending a postsecondary institution—at any age—the rights under FERPA have transferred to the student. However, in a situation where a student is enrolled in both a high school and a postsecondary institution, the two schools may exchange information on that student. If the student is under 18, the parents still retain the rights under FERPA at the high school and may inspect and review any records sent by the postsecondary institution to the high school.

8. May a postsecondary institution disclose to a parent, without the student's consent, information regarding a student's violation of the use or possession of alcohol or a controlled substance?

Yes, if the student is under the age of 21 at the time of the disclosure. FERPA was amended in 1998 to allow such disclosures. See § 99.31(a) 15 of the FERPA regulations. Also, if the student is a dependent student as defined in FERPA, the institution may disclosure such information, regardless of the age of the student.

This document was reprinted and distributed by the Parent Information Network, Arizona Department of Education, Exceptional Student Services. It appears on the US Department of Education website at www.ed.gov/print/policy/gen/qyud/foci/faq.htm

Fact Sheet: Summary of Self-Determination by Michael Kennedy & Lori Lewin

What Self-Determination Is and What it Is Not

¾ Self-Determination is NOT a model or a program with a predetermined menu of available services and a set way of delivering them. ¾ Self-Determination IS a process that differs from person to person according to what each individual determines is necessary and desirable to create a satisfying and personally meaningful life. Persons with disabilities no longer have to receive services as determined by the traditional model. They are free to order off the menu, including those services they desire to be provided in ways that meet their needs. ¾ Self-Determination is both person-centered and person-directed. It acknowledges the rights of people with disabilities to take charge of and responsibility for their lives. In Self-Determination, the individual, not the service system, decides where he or she will live, and with whom; what type of services he or she requires, and who will provide them; how he or she will spend his or her time, which may include the type of vocational or educational opportunities he or she wishes to engage in, and how he or she will relate to the community, which may include joining in community events, taking part in civic groups, and developing and maintaining relationships with others in the community.

The Principles of Self-Determination

¾ Freedom—The ability for an individual together with freely chosen family and friends to plan a life with necessary support rather than purchase a program. ¾ Authority—The ability for a person with a disability (with a social support network or circle if needed) to control a certain sum of dollars in order to purchase services. ¾ Autonomy—The arranging of resources and personnel-both formal and informal—that will assist an individual with a disability to live a life in the community rich in community affiliations. ¾ Responsibility—The acceptance of a valued role in a person’s community through competitive employment, organizational affiliations, spiritual development, and general caring of others in the community, as well as accountability for spending public dollars in ways that are life-enhancing for persons with disabilities.

(From: Thomas Nerney and Donald Shumway, Beyond Managed Care: Self-Determination for Persons with Disabilities, September, 1996).

Values Supported by Self-Determination

¾ Respect—Self-Determination, by its nature, recognizes that persons with disabilities are valuable, capable persons who deserve to be treated with respect. Respect is more than politeness and paying lip service. It is acknowledging the individual’s value as a person, seeing his or her strengths and abilities, granting him (or her) the same consideration we each desire, and holding him and her in esteem. ¾ Choice—Choice is central to Self-Determination. Many times people with disabilities have very limited choices. They often cannot choose very important aspects of their lives, such as where they live, with whom, how they will spend their time and their money, and sometimes even what they eat. At other times, selections are limited. For instance, individuals may be able to choose who their roommate will be, but not whether or not they will have one. True choice is being able to pick from the same wide variety of lifestyles, goals, and individual preferences most people enjoy. ¾ Ownership—Self-Determination not only supports persons with disabilities to have more choices in their lives, but ownership of their lives. Ownership implies more than just decision-making. It means that the individual is the final and total authority—the boss. While most people are supported in the decision- making process by a circle of support, Self-Determination gives the person the final say. Ownership allows him or her control over his or her life and services. He or she may hire, manage, and if necessary, fire those who provide services. It also gives him or her control over the management of his or her financial affairs.

Ownership also means that the individual accepts the responsibility for his or her actions and decisions, including spending public monies conservatively. ¾ Support—Support is a keystone to making Self-Determination work. Most people have some type of support network in their lives that they turn to when they must make an important decision or take a step forward in their lives. Persons with disabilities are no different. However, before Self-Determination, those persons who helped establish goals and devise plans were mostly paid workers who in many instances were assigned rather than chosen. In Self-Determination the individual selects and invites each member of his or her circle of support. They can be family members, friends, people from the community—anyone that the person desires. Most importantly, they are people with whom the individual has or wishes to build a trusting relationship. ¾ Opportunity—Many persons with disabilities have had only limited opportunities to experience many aspects of life. Self-Determination expands those opportunities allowing and encouraging individuals to explore the possibilities that are present in their communities. Since they are able to spend their funds in ways that they now choose, they are able to take part in events and activities that previously were unavailable. When someone has had limited experience, it may be difficult for others to allow him or her to take risks. However, opportunity also includes the ability to take risks, to make mistakes, and to grow from them.

Self-Determination Calls for a System Shift

If Self-Determination is going to be successful, it requires that those who supply services and fund them make certain changes in both the way they think about persons with disabilities and the way they serve them. Without a shift in the service system, no philosophy can truly support persons with disabilities to become self- determining individuals. In order for Self-Determination to happen, the system must shift:

¾ From seeing persons with disabilities as having limitations that prevent them from participating fully in life to seeing them as valuable citizens who have many talents, strengths, and abilities to contribute to their communities. ¾ From seeing persons with disabilities as service recipients to seeing them as individuals with rights and entitlements. ¾ From providing agency-controlled services to supporting person-directed services. ¾ From systemic and agency control of financial resources to individual control. ¾ From control to empowerment.

A Final Thought

Self-Determination is what life is all about. Without it, you might be alive, but you wouldn’t be living—you would just be existing (M. Kennedy, Self-Determination and Trust: My Experiences and Thoughts, In Sands & Wehmeyer, Self-Determination Across the Life Span, 1996, p. 48).

The preparation of this fact sheet was supported in part by the Center on Human Policy, School of Education, Syracuse University, through a subcontract with the Research and Training Center on Community Living, University of Minnesota, supported by the U.S. Department of Education, Office of Special Education and Rehabilitative Services, National Institute on Disability and Rehabilitation Research (NIDRR), through Contract No. H133B980047, and in part by the National Resource Center on Supported Living and Choice, Center on Human Policy, School of Education, Syracuse University, through the U.S. Department of Education, Office of Special Education and Rehabilitative Services, National Institute on Disability and Rehabilitation Research (NIDRR), through Contract No. H133A990001. Members of the Center are encouraged to express their opinions; however, these do not necessarily represent the official position of NIDRR and no endorsement should be inferred. National Resource Center on Supported Living and Choice, Center on Human Policy, Syracuse University, 805 South Crouse Avenue, Syracuse, NY 13244-2280, 1-800-894-0826, 315-443-3851 (voice), 315-443-4355 (TTY) 315-443-4338 (fax) http://soeweb.syr.edu/thechp. Permission to reprint and disseminate was granted in July 2005 to the Parent Information Network, Arizona Department of Education, Exceptional Student Services by the National Resource Center on Supported Living and Choice at http://soeweb.syr.edu/thechp.

Delegation of Right to Make Educational Decisions

I, ______, am eighteen (18) years of age but under twenty-two (22) years of age and a pupil who has the right to make educational decisions for myself under state and federal law. I have not been declared legally incompetent, and as of the date of execution of this document, I delegate my right to give consent and to make decisions concerning educational matters to the person named below, who will be considered my Parent for purposes of 20 USC §§ 1401 and will exercise all the rights and responsibilities concerning my education that are conferred on a parent pursuant to state and federal law.

My designated Parent is:

______Name (Please Print)

______Address

______City State ZIP Code

______Telephone Number

I understand and give my consent that my Parent makes all decisions relating to my education on my behalf. I understand that I am entitled to be present during the development of any individualized education plan and that any issues or concerns I may have will be addressed. This delegation remains in effect for one year from the date of the execution of this document, and may be renewed only by my written or formal authorization. I understand that I may terminate this agreement at any time and resume the right to make my own decisions regarding my education.

Invoked by my notarized signature this ______day of ______, ______.

______Signature of Pupil

Subscribed and sworn to before me this ______day of ______, ______. ______Notary Public ______County, Arizona

My commission expires: ______

This form originally appeared in the Legal Options Manual 2006-Developed for the Arizona Governors Council on Developmental Disabilities by the Arizona Center for Disability Law.

Section 3: My Interests

Keep a list of career choices that interest you. You can change these as often as you wish!

My Top Seven Choices:

1. ______2. ______3. ______4. ______5. ______6. ______7. ______

Document for this section:

x The Self-Evaluation Checklist

Follow the directions and complete the worksheets to learn more about yourself.

Use this information to guide you toward career paths best suited to your strengths and interests.

______

The Self-Evaluation Checklist—Part One ______

About Me and About My Learning Profile

Read each point and decide if it is easy for you, a little difficult for you, or difficult for you. Check the column that best describes how you feel about each idea.

A Bit Area Easy Difficult Difficult

About Me 1. Seeing school as a positive experience every day 2. Seeing myself being successful at school

Self-Advocacy 3. Accepting my strengths & difficulties in learning 4. Understanding my learning strengths and weaknesses 5. Feeling good about myself and about my abilities

6. Explaining my learning strengths & weaknesses to others

7. Taking responsibility for my learning 8. Asking my teacher or others for help 9. Asking questions in class 10. Doing my own work 11. Listening to other people’s advice & taking their advice

______

The Self-Evaluation Checklist—Part One continued A Bit Area Easy Difficult Difficult

Attention 12. Paying attention in class 13. Keeping focused on my work at school 14. Keeping focused on my school work at home

15. Focusing on something I really enjoy doing (e.g., playing the guitar, surfing the net, etc.)

16. Thinking about a situation and/or the consequences of my actions before reacting to it

Printing and Handwriting 17. Printing or handwriting neatly 18. Printing or handwriting fast enough to keep up 19. Copying notes from the board and taking notes in class

Reading 20. Reading words, sounding out words 21. Understanding what I read 22. Paying attention to what I read 23. Reading fast enough to keep up

______

The Self-Evaluation Checklist—Part Two A Bit Area Easy Difficult Difficult

Composition & Grammar Skills

24. Thinking of ideas for stories 25. Finding the right words to use when I write 26. Writing complete and correct sentences 27. Writing and organizing a paragraph 28. Organizing and writing an essay 29. Writing enough about a topic 30. Staying on topic when I write 31. Using the correct grammar and punctuation in writing 32. Knowing what to check when I edit my writing 33. Spelling—on spelling tests 34. Spelling when I write stories, projects and essays 35. Researching for a project

Math 36. Remembering my times tables 37. Remembering math facts 38. Understanding word problems in math 39. Remembering the steps to work out a math problem

______

The Self-Evaluation Checklist—Part Two continued A Bit Area Easy Difficult Difficult

Oral Expression (Speaking) 40. Giving an oral presentation Finding the right words to explain what I mean 41. when I speak 42. Having confidence to speak up in class

Listening Skills Following directions in class when my teacher is 43. speaking Understanding the meaning, or main idea, of what 44. someone is trying to tell me

Study Skills 45. Memorizing vocabulary in subject areas 46. Taking tests Studying for tests—knowing what I need to study and 47. knowing if I understand what I need to know

Organizational Skills Keeping important papers and things in a safe place so I 48. don’t lose them or forget where I put them 49. Writing down homework, tests, and notes every day 50. Organizing my homework and school work

______

The Self-Evaluation Checklist—Part Three A Bit Area Easy Difficult Difficult

Homework 51. Sitting down to do homework 52. Handing in homework

Computers 53. Keyboarding on a computer 54. Understanding how computers work 55. Doing writing assignments on the computer

Hands-on Projects and Tasks 56. Creating art: drawing, painting, sculpting Working on “hands-on” projects such as mechanics, 57. electronics, construction, baking, sewing, or crafts

Extra-Curricular Activities 58. Playing individual sports 59. Playing team sports 60. Playing a musical instrument 61. Reading music 62. Acting 63. Singing 64. Dancing

______

The Self-Evaluation Checklist—Part Three continued A Bit Area Easy Difficult Difficult

Social Feeling comfortable with new people in new situations 65. and making friends 66. Getting along with my teachers and classmates Reading what people mean by their facial expressions 67. and gestures

Other Areas 68.

69.

70.

______

The Self-Evaluation Checklist—Part Four: Summary

My Strengths: 1. 2. 3. 4. My Challenges: 1. 2. 3. 4. My Strategies & Accommodations 1. 2. 3. 4. My Goals: 1. 2. 3.

Permission to reprint and disseminate was granted in July 2006 to the Parent Information Network, Arizona Department of Education, Exceptional Student Services by © ECLG Learning & Publishing Group Ltd. This document has been reproduced exactly as received from the person or organization originating it. Points of view or opinions stated do not necessarily represent official Arizona Department of Education position or policy.

Section 4: Its All About Me!

Use page protectors in this section to store a copy of your resume; make several copies at a time to have on hand as needed. Organize and keep copies of other important information such as your birth certificate, social security card, high school diploma, drivers license, etc.

Complete the sample application and store in a page protector. Then you will not have to look up dates, or try to remember pertinent information each time you want to complete an application.

Be sure to include any Letters of Recommendation to keep for future reference.

Note: References usually refers to past employers, co-workers, and friends, not relatives.

Documents for this section:

x Sample Resume x Sample Employment Application x Personal References x My Current Job Skills x Employment Contact Log

Street Address City, State, Zip Code

Phone Fax E-mail Your Name

Objective Obtain a position as an accounting data entry employee.

x Demonstrated achiever with exceptional computer knowledge. Summary x Strong marketing and finance background within the High School. x Skilled at learning new concepts quickly, working well under pressure, and communicating ideas clearly and effectively. x Extensive computer training, including knowledge of multiple networking environments and business software packages. x Enthusiastic in overseas travel.

Education 2001 Pinedale Community College Washington DC Sign Language 101 2000 Oak Tree High School Washington DC High School Education

Volunteer 1998–2000 Assistant to the Director of Business Development experience x Worked directly with Director of Business Development with the high school setting up student profile worksheets for us with the computers and using internet files. x Researched and wrote marketing and financial reports concerning new business prospects or purchases. x Played a key role in preparing a successful federal grant proposal to provide the School’s upgrades to computers. x Prepared corporate financial reports for the school district.

Memberships & 1995–2000 Affiliations x Member of a local “Keep Our City Clean” campaign x Member, American Association for Advancement of Students with Learning Disabilities x Member, Boy Scouts of America

References Dr. John Smith—Director Of Business Development, Oak Tree High School, 555-444-3333

Bill Johnson—Campaign Coordinator, Washington DC, 555-666-7777

Any Business Any Address APPLICATION FOR EMPLOYMENT Any City, State, Zip Code

Completion of this form in no way constitutes an offer of employment. The information requested is required to provide us with information necessary to consider you for any current or future job openings for which you may qualify.

PLEASE PRINT ALL REQUESTED INFORMATION

Last Name First Name M.I.

Street Address City State Zip Code

Contact Phone Number Contact Email Address

1. Have you ever been convicted of a: felony? Yes No misdemeanor involving moral turpitude? Yes No

If yes to either question, explain below the nature of the offense, date and location. Convictions are evaluated in relation to the applied for position. Explain:

2. Can you provide verification of your eligibility to work in the U.S.? Yes No

3. Use the space below to list job related licenses, registrations, certificates, with their numbers and expiration dates. Provide additional comments or information that would be of assistance in considering you for this position.

EDUCATION AND TRAINING

Semester Quarter College, Universities, Trade City, State (List Dates Attended Degree/Diploma and Hours Hours or Business Schools campus attended) (Mo/Yr to Mo/Yr) date received Earned Earned Major Area of Study

FORMER EMPLOYERS (List all your employers listed on your resume, most recent first. Account for all time employed, unemployed)

HOURS PER WEEK

DATES WORKED From (Mo/Yr): To (Mo/Yr): EMPLOYER SALARY OTHER

Company Name: Starting: Position:

Address (No., Street, Suite No.) Per (week, month, year) Supervisor’s Name:

City, State, Zip Ending: Reason for Leaving:

Phone Number: Per (week, month, year) Duties

HOURS PER WEEK DATES WORKED From (Mo/Yr): To (Mo/Yr): EMPLOYER SALARY OTHER

Company Name: Starting: Position:

Address (No., Street, Suite No.) Per (week, month, year) Supervisor’s Name:

City, State, Zip Ending: Reason for Leaving:

Phone Number: Per (week, month, year) Duties

HOURS PER WEEK

DATES WORKED From (Mo/Yr): To (Mo/Yr): EMPLOYER SALARY OTHER

Company Name: Starting: Position:

Address (No., Street, Suite No.) Per (week, month, year) Supervisor’s Name:

City, State, Zip Ending: Reason for Leaving:

Phone Number: Per (week, month, year) Duties

If presently employed, may we contact your employer? Yes No

Statement of Certification By signing this application, I certify under penalty of law that the information provided anywhere in this application is true, correct, and complete to the best of my knowledge and belief. I also acknowledge that should investigation at any time disclose any misrepresentation or falsification, my resume may be rejected, my name be removed from further consideration, and I may be disqualified from future examinations and/or terminated from employment. I also authorize the hiring agent to make all necessary and appropriate investigations allowable by law to verify the information provided.

______Signature Date

Personal References

Name ______

Address ______

City ______State______Zip code ______

Phone______Best time to call ______

Name ______

Address ______

City ______State______Zip code ______

Phone______Best time to call ______

Name ______

Address ______

City ______State______Zip code ______

Phone______Best time to call ______

My Current Job Skills

Make a list of skills that you have developed as a reference for use in completing employment applications such as baby sitting, yard work, computer skills, housekeeping, laundry, communication skills, vehicle maintenance, cooking, etc. *

1. ______

2. ______

3. ______

4. ______

5. ______

6. ______

7. ______

8. ______

9. ______

10. ______

*Add to this list as you acquire new skills.

Employment Contacts

Use this section to keep a log of jobs you have applied for or jobs that interest you. Record the dates you contacted them, their contact information, responses and notes. Call each company back with in 3 5 days after initial contact for follow-up.

Contact Log

Company Name ______Company Address ______Company Phone ______Date applied ______Position Applied for ______Company Response ______Follow Up call Notes: ______

Contact Log

Company Name ______Company Address ______Company Phone ______Date applied ______Position Applied for ______Company Response ______Follow Up call Notes: ______

Contact Log

Company Name ______Company Address ______Company Phone ______Date applied ______Position Applied for ______Company Response ______Follow Up call Notes: ______

Section 5: Postsecondary Options

Keep a list of colleges, universities, or trade schools you are interested in attending. Here are a few to get you started:

Community Colleges Central Arizona College www.centralaz.edu Chandler Gilbert Community College www.cgc.maricopa.edu Cochise College www.cochise.edu Eastern Arizona Collage www.eac.edu Glendale Community College www.gc.maricopa.edu Mesa Community College www.mc.maricopa.edu Mohave Community College www.mohave.edu Northland Pioneer College www.npc.edu Pima College www.pima.edu Phoenix Community College www.pc.maricopa.edu Yavapai College www.yc.edu

Arizona Universities Arizona State University www.asu.edu Northern Arizona University www.nau.edu University of Arizona www.arizona.edu

Documents for this section:

x Beyond High School: College and University Options x Beyond High School: Vocational Education and Other Training Options x Beyond High School: Military Options x College Survival Skills x How is College Different from High School?

Consider technical schools and trade schools; they offer even more opportunities in many exciting fields. x Paralegal x Computer & Technical Schools x Accounting x Cosmetology x Massage Therapy x Automotive x Veterinary Assistant x Medical / Dental Assistants x Interior Design x Carpentry / Construction

Ask your school counselor about Vocational Rehabilitation opportunities and Job Corps offered at the high school.

Northern Arizona Vocational Institute of Technology (NAVIT), Coconino Association for Vocations, Industry and Technology (CAVIAT) or East Valley Institute of Technology (EVIT) also provides students with additional opportunities to acquire career related skills.

Do not forget to check out any scholarships or grant information that might be available from your high school counselor or the local college, universities, or trade schools.

Remember to save class information, class availability, schedules, and expenses.

Remember to utilize the Disability Resource Center within the college or university.

Consider apprenticeships and job shadowing opportunities.

Beyond High School: Exploring College and University Options for Students with Disabilities

Many parents of students with disabilities seek The accommodations or adaptations in the testing assurance that their children can do college work. procedures or environment must be requested well Given a nurturing, supportive environment, in advance of the anticipated test date. The abilities can be tapped and students can experience following testing organizations can provide more a meaningful education after high school. information:

A common characteristic of the following American College Testing (ACT) individuals is that they all had a disability that 500 ACT Drive impacted them in some way. Their disability did P.O. Box 168 not stop them from continuing their education or Iowa City, IA 52243-4028 pursuing their dreams. 319-337-1332; 319-337-1701 TDD x Olympic runner, Jackie Joyner-Kersee, asthma; www.act.org x TV writer, producer and actor, Stephen Cannell, Extended-Time Testing dyslexia; American College Testing (ACT) x Former Vice-President of the United States, P.O. Box 4068 Nelson Rockefeller, dyslexia; Iowa City, IA 52243-4068 x Journalist, Mike Wallace, mood disorder; 319-337-1851; 319-337-1701 TDD x Miss America 1995, Heather Whitestone, www.act.org hearing impairment; x Major league pitcher, Jim Abbott, orthopedic Scholastic Aptitude Test (SAT) impairment; Services for Students with Disabilities x Former Assistant Secretary of Education, Judith P.O. Box 6226 Heumann, polio survivor; Princeton, NJ 08541-6226 x Professional baseball player, Jim Eisenreich, 609-771-7137; 609-882-4118 TTY Tourette Sydrome; and www.collegeboard.com x Academy Award winner, Marlee Matlin, hearing impairment. Accommodations for Students with Disabilities who Attend College Adapted College Entrance Exam

Students with disabilities may request accommodations in According to the Rehabilitation Act of 1973 and testing format or equipment to compensate for the Americans with Disabilities Act, universities their disability. Documentation must be current and colleges that accept federal funds must provide and must address functional limitations or reasonable accommodations for individuals with impairments in learning. Some of the adaptations disabilities. The key factor in determining whether that may be requested in the Scholastic Assessment a person is considered as having a disability is Test (SAT) and the American College Testing whether the physical or mental impairment results (ACT) are: extended time, audiocassette edition in a substantial limitation of one or more major life with regular-type copy, a reader and/or a person to activities: caring for oneself, performing manual record answers. Tests are administered several tasks, walking, seeing, hearing, speaking, breathing, times during the school year. learning and working.

Section 504 of the Rehabilitation Act defines a References qualified individual with disabilities, for postsecondary programs, as “...a person with a disability HEATH Resource Center. (2001). College who meets the academic and technical standards freshmen with disabilities. Washington, DC: requisite for admission to, or participation in, the Author. college’s education program or activity.” With HEATH Resource Center. (2005). Creating accommodations, many individuals with disabilities options: Financial aid for students with are able to meet the challenges of higher education. disabilities. Washington, DC: Author.

Needed Accommodations U.S. Department of Education. The civil rights of Arizona colleges and universities may be contacted students with hidden disabilities under Section regarding accommodations needed by students with 504 of the Rehabilitation Act of 1973. disabilities. The school may request documentation of Washington, DC: Author. a student’s disability before providing academic adjustments or auxiliary aids. Most of Arizona’s Resources colleges and universities offer services to students who ACT Staff. (2004). The real ACT prep guide: The have disabilities which include: only official prep guide from the makers of the x ADD/ADHD ACT. NY: Princeton Review.

x blindness/low vision Getzel, E.E. and Wehman, P.H. (2005). Going to x deafness/hearing impairments college: Expanding opportunities for people x learning disabilities with disabilities. Baltimore, MD: Brookes x physical disabilities Publishing. x psychological disabilities x chronic medical conditions Pine, P. (2005). Master the New SAT. New York: x temporary impairments Macmillan. x traumatic brain injury Organizations Some of the services and accommodations that may be offered on an individual basis for students American Foundation for the Blind, 11 Penn with disabilities and may vary from campus to Plaza, Ste. 300, New York, NY 10001, 212- campus include: 502-7600 or 800-232-5463, www.afb.org

American Speech - Language - Hearing x academic advisement and planning Association, 10801 Rockville Pike, Rockville, x campus adaptive transportation MD 20852, 800-638-8255, 301-897-5700

x assistive technology TTY, www.asha.org x campus orientation x career and personal counseling Brain Injury Association, 8201 Greensboro Dr., x mobility training Ste. 611, McLean, VA 22102, 800-444-6443, x needs assessment(s) www.biausa.org x registration assistance Learning Disabilities Association of America, x sign-language interpreting 4156 Library Rd., Pittsburgh, PA 15234, 412- x test-taking accommodations 341-1515, www.ldaamerica.org x tutoring x volunteer note-taking National Alliance for the Mentally Ill, Colonial x vocational rehabilitation (RSA) liaison Place Three, 2107 Wilson Blvd., Ste. 300, Arlington, VA 22201, 703-524-7600, 800- Requested documentation regarding a 950-6264, www.nami.org student’s disability may include the results of psycho-educational tests administered in the United Cerebral Palsy Association, 1802 W. last three years, medical reports or other Parkside Ln., Phoenix, AZ 85027, 602-943- professional evaluations. It is the student’s 5472, 888-943-5472, www.ucpofaz.org; 4002 East Grant Rd., Tucson, AZ 85712, 520-795- responsibility to submit the required 3196, www.ucpsa.org documentation in a timely manner.

Disability Resource Centers for Arizona Colleges Mohave Community College, Disability Services, 866-664-2832, www.mohave.edu (Kingman, Arizona Western College, Yuma Services for Lake Havasu City, Bullhead, and North Students with Disabilities, 928-344-7629, Mohave Center campuses) www.azwestern.edu Northland Pioneer College, Holbrook Disability Central Arizona College, Coolidge Special Needs Resources and Access Office, 928-532-6178, Services, 520-515-5337, www.centralaz.edu 928-537-2030, TDD, 800-615-6764, www.npc.edu (Eagar, Heber, Holbrook, Kayenta, Polacca, Snowflake/Taylor, St. Cochise College, Special Needs Assistance, Johns, Show Low, Whiteriver, and Winslow) Douglas, 520-364-7943, www.cochise.edu (Sierra Vista and Fort Huachuca campuses and Pima Community College, Tucson, Disabled the centers at Willcox, Benson, and Nogales) Student Resources, 520-206-7286, www.pima.edu (Community, Desert Vista, Coconino College, Flagstaff, Student Support Downtown, East, West and Northwest Services & Disabilities Resources, 928-226- campuses, the Northeast Community Learning 4323, www.coconino.edu Center, and the Center for Training and Development) Diné College, Tsaile, 928-724-6671, www.dinecollege.edu Yavapai College, Prescott Learning Center, 928- 776-2079, www.yc.edu (Camp Verde, Chino Valley, Prescott, Prescott Valley, Sedona, and Eastern Arizona College, Thatcher, 800-678-3808, Verde Valley campuses) 928-428-8253, www.eac.edu

Disability Resource Centers for Arizona Gila Community College, Disabilities Counselor, Universities Globe, 928-425-8481, Payson, 928-469-8039, www.gilaccc.org Arizona State University, Tempe Disability Resource Center for Academic Access and Maricopa County Community College, Tempe Achievement, 480-965-1234, 480-965-9000 Disability Resources and Services, 480-732- TDD, www.asu.edu/drc 7050, www.maricopa.edu (Chandler/Gilbert, Northern Arizona University, Flagstaff Disability Estrella Mt., Gateway, Glendale, Mesa, Support Services, 928-523-8773, 928-523- Paradise Valley, Phoenix College, Rio Salado, 6906 TTY, www.nau.edu/dss/ Scottsdale, South Mountain Community Colleges, and Maricopa and Southwest Skill University of Arizona, Tucson Disability Resource Centers.) Center, 520-621-3268, http://drc.arizona.edu.

The contents of this publication were developed in 1996 by Alice Dance and Shirley Hilts-Scott and revised in June 2007 by Jana L. Bays, Parent Information Network Specialist with funds allocated by the U.S. Department of Education under IDEA 2004. The contents do not necessarily represent the policy of the agency, nor should endorsement by the federal government be assumed. The Arizona Department of Education of the State of Arizona does not discriminate on the basis of race, religion, color, national origin, sex, disability or age in its programs, activities or in its hiring and employment practices. If you have questions or grievances related to this policy, please contact the Administrative Services DAS at 602-542-3186. This document is in the public domain and may be freely reproduced in its current format. For more information, call the Parent Information Network at 928-679-8102 or 866-230-PINS.

Beyond High School: Exploring Vocational Education and Other Training Opportunities for Students with Disabilities Employment Students and their families look forward to graduation from high school and the possibilities the future holds. The shift to adulthood doesn’t magically Vocational options range from competitive jobs to happen following the commencement ceremony. supported employment environments. As needed, Careful planning takes place prior to graduation to services offered by Vocational Rehabilitation may ensure a successful transition. Starting at 16 years of include: evaluation, help in finding employment, job age, the student’s Individualized Education Program skills training, job shadowing opportunities, disability (IEP) addresses his/her vocational interests. specific accommodations and/or modifications in the work setting, assistive technology, and access to Individualized Education Program additional resources. Individuals with disabilities may also be eligible for services from the Division of A coordinated team of educators, service providers, Developmental Disabilities or financial assistance school counselors, and agencies assist the student and from the Social Security Administration. his/her family to explore training opportunities. The student’s needs are assessed and team members Community Participation assume a variety of roles to help the student reach his/her goals. Post-secondary education, vocational High school activities and community programs training, employment options, adult social services, prepare the special education student for inclusion in independent living skills, financial planning, and adult social pastimes. Students should be included in community participation are all transition topics the extracurricular sports and clubs. They may also be team considers. interested in participating in city recreation programs to foster interest in other activities and to form new Vocational Education friendships. Young adults, who have a variety of hobbies and special interests, such as independent The IEP addresses individual strengths and needs. and group involvement in sports, clubs, and civic Academic classes, work place skills aligned with the activities, tend to be more satisfied with their Arizona Standards, vocational programs, and job transition after high school. training experiences tailored to his/her needs help the student prepare for the transition to adulthood. Independent Living Skills Vocational education—education for employment— is critical for the student who wants to enter the work Independent living skills should be included in the force following high school. Job Corps, EVIT, transition planning process. The student should be CAVIAT, and NAVIT courses offered for junior and prepared to the best of his/her ability to manage senior students through high schools should be personal care, income and finances, transportation considered. Career exploration, decision-making, needs, medical care and living arrangements. learning appropriate ways of interacting in social, and work situations, finding and maintaining Some students will be capable of living employment, and learning self-advocacy skills should independently. Other students may need assistance. be a part of the program. Services may start during In any case, the student with a disability should have high school and continue after graduation. That is options and assistance to reach his/her full potential. why it is crucial for the IEP team to involve agency IEP team participants can use their knowledge and representatives who can offer support services resources to make transition from high school to beyond high school. adulthood as meaningful and successful as possible.

Organizations Heath Resource Center, National Clearinghouse on Post Secondary Education for Individuals with Trade schools and Technical schools listed in your Disabilities, George Washington University, 2121 local directory may also be of interest to students. K St. N.W., Suite 220, Washington, DC 20037,

Arc of Arizona, 3839 N. Third Street, Suite 105, 800-544-3284, 202-973-0904 V/TTY, Phoenix, AZ 85012, 602-234-2721, 866-501- www.heath.gwu.edu/links/Research&Stat_Links. htm information, referral, advocacy 2721, www.arcarizona.org, guardianship and self-advocacy services National Center on Secondary Education and

AZ Bridge to Independent Living/ABIL, 1229 E. Transition, Institute on Community Integration, Washington St., Phoenix, AZ 85034-1101, 602- University of Minnesota, 6 Pattee Hall, 150 256-2245, 800-280-2245 V/TTY, www.abil.org, Pillsbury Dr. SE, Minneapolis, MN 55455, 612- independent living services 624-2097, www.ncset.org, information, referral, advocacy Arizona Center for Disability Law, 3839 N. Third St., Suite 209, Phoenix, AZ 85012, 602-274-6287 National Dissemination Center for Children with V/TTY, 800-927-2260 or 100 N. Stone Ave., Disabilities (NICHCY), P.O. Box 1492, Suite 305 Tucson, AZ 85701, 520-327-9547 Washington, DC 20013, 800-695-0285 V/TTY, www.nichcy.org, printed resources V/TTY, 800-922-1447, www.acdl.com/, printed resources, advocacy services New Horizons Independent Living Center, 8085 E.

Arizona Department of Education, ESS, Transition Manley Dr., Suite 1, Prescott Valley, AZ 86314, Services, 1535 W. Jefferson St., Phoenix, AZ 928-772-1266, www.newhorizonsilc.org, regional information and training centers 85007, 800-352-4558, 800-842-4681 TTY, www.azed.gov/ Rehabilitation Services Administration, 1789 W. ess/transitionservices, resources and training Jefferson 2NW, Phoenix, AZ 85007, 602-542- information 3332 V, 602-542-6049 TTY, or 800-563-1221,

Beach Center on Disability University of Kansas, www.de.state.az.us/rsa/, statewide vocational services Haworth Hall, 1200 Sunnyside Ave., Room 3136, Lawrence, KS 66045-7534, 785-864-7600, Parent Information Network, Arizona Department of 784-864-3434 TTY, www.beachcenter.org, Education/ESS, 2384 N. Steves Blvd., Flagstaff, transition and self-determination resources AZ 86004, 928-679-8102, 866-230-PINS,

Council for Exceptional Children (CEC), Division on www.azdes.gov/rsa/default.asp, resources, to Career Development and Transition, P. O. Box include transition, self-advocacy and training information 144200, Salt Lake City, UT 84114, 801-538- 7645, www.dcdt.org, resources and training Raising Special Kids, 2400 N. Central Ave., Suite information 200, Phoenix, AZ 85004-1313, 602-242-4366,

Goodwill Industries, Central AZ: 1091 S. 4th Ave., 800-237-3007, www.raisingspecialkids.org/, books, videos, workshops Yuma, AZ 85364, 928-329-0173, www.goodwillcentralaz.org, Northern AZ: 2225 TASH, Equity, Opportunity and Inclusion for People N. Steves Blvd., Mail to: P.O. Box 1060, with Disabilities, 29 W. Susquehanna Ave., Suite Flagstaff, AZ 86002-1060, 928-526-9188, Southern 210, Baltimore, MD 21204, 410-828-8274, AZ: 1940 E. Silverlake Rd., Suite 405, Tucson, www.tash.org or www.arizonatash.org, resources AZ 85713-4872, 520-623-5174, employment training services United States Office of Personnel Management, Federal Employment of People with Disabilities, Governor’s Council on Developmental Disabilities, www.opm. 3839 N. Third St., Suite 306, Phoenix, AZ gov/disability/aboutus.asp, hiring information for 85012, 602-277-4986, 602-277-4949 TTY, 866- employers 771-9378, www.azgcdd.org, information, referral, advocacy

The contents of this publication were developed in March 2002 and revised in June 2007 by Jana L. Bays, Parent Information Network Specialist with funds allocated by the U.S. Department of Education under IDEA 2004. The contents do not necessarily represent the policy of the agency, nor should endorsement by the federal government be assumed. The Arizona Department of Education of the State of Arizona does not discriminate on the basis of race, religion, color, national origin, sex, disability or age in its programs, activities or in its hiring and employment practices. If you have questions or grievances related to this policy, please contact the Administrative Services DAS at 602-542-3186. This document is in the public domain and may be freely reproduced in its current format. For more information, call the Parent Information Network at 928- 679-8102 or 866-230-PINS.

Beyond High School: Exploring Military Options for Students with Disabilities

Since the inception of the Americans with There are some civilian positions that require previous Disabilities Act (ADA) 1990, more opportunities military experience. exist for students with disabilities after they graduate Visit www.federaljobs/net/exams.htm for more from high school. Numerous individuals with information on civil service exams or qualifications. disabilities currently work for, or have worked with, the U.S. Military. Their service may have been as Enlisted vs. Commissioned part of the civilian workforce or as enlisted or commissioned personnel. The differences between The United States Military requires that all enlisted these three areas and military education programs are and commissioned personnel be ready for “active addressed in this document. duty.” This means one must at all times be physically, emotionally, and psychologically ready to Some of our more prominent American military serve their country. This may mean going to war leaders had attention deficit disorder and/or learning when called upon to do so. This “moment’s notice” disabilities, yet perservered to accomplish great criteria also applies to those serving in the Reserves things. General Westmoreland served as the U.S. or in the Army and Air National Guards. Superintendent of West Point, the commander of the Enlisted men/women can enter the military without a U.S. military advisors in South Vietnam, and the college degree. An enlistee is able to move up the Army’s Chief of Staff. President John F. Kennedy ladder to become a non-commissioned officer with or served as a Lieutenant in the U.S. Navy, a U.S. without a college degree. The military will allow an Congressman, a U.S. Senator, and the 35th President individual to obtain a college degree after entering, of the United States. though this can be a difficult task. Often, the enlistee is required to serve fulltime on active duty while The Civilian Workforce taking college courses on the side.

Students who are worried about taking college The Army, Navy, Air Force, Marines and Coast classes, but are still interested in a military career, Guard all have a civilian workforce (Civil Service). can take advantage of the enlisted segment of the This workforce is composed of civilians who are armed forces. Students can enter the military and be employed on U.S. military installations; in everything trained for jobs using hands-on skills. Military from barbershops and bowling alleys, to engineering, Occupational Schools (MOS) are job-specific. They education and nuclear science positions. These do not require typical core subjects like math, civilians also make up a large part of the work force English, or science, which are needed for a college in companies that contract with the U.S. Government. degree. Depending on the specific job or job field McDonnell-Douglas and Raytheon are examples of that an enlistee chooses, there will be aspects of these companies that hire individuals with disabilities subjects included in the school program. under the protections afforded by the ADA. A commissioned officer is an individual who enters A federal mandate states that all U.S. Military bases must the military after obtaining a college degree, or have 10% of their civilian workforce composed of obtains his/her degree after entering the military. In individuals with disabilities. The U.S. Navy proudly both cases, the person is considered a commissioned boasts that they have been ranked # 5 in the nation among officer once they earn a four-year degree. There are all employers—private sector corporations included— programs that provide officer’s training and/or who employ individuals with disabilities. Many civilian military scholarships to those interested in entering positions require applicants to be eligible for civil service. the armed forces after college.

Education-Based Military Programs At the university level, students with disabilities can receive appropriate accommodations for core classes. Members of the U.S. Congress from each congressional Due to the fact the ROTC programs are for military district offer Military Academy Appointments which preparedness, they are not required to comply with result in a tuition-free education (2004 West Point). To ADA provisions. All cadets must be able to handle attend any of the academies, one must obtain letters of the ROTC academic and physical components recommendation from one local Congressman, two U.S. without accommodations. For example, a student Senators, and the Vice President of the United States. with a learning disability might be able to complete Potential cadets must be able to obtain a high school the ROTC courses without outside help, pass the diploma; pass the ASVAB (Armed Services Vocational physical fitness and medical portions, yet may need Aptitude Battery); have an acceptable GPA; and pass accommodations for English and math requirements physical fitness tests and medical exams. The Marine for college graduation. For the college core classes, Corp does not have its own academy; Marine cadets the cadet is able to seek needed accommodations or attend Annapolis, the Naval academy. services through the Disabilities Compliance Office on campus. ROTC stands for Reserve Officer Training Corps. ROTC cadets move up the ranks by obtaining high PFT Reserves, National Guards, Coast Guard (Physical Fitness Test) scores, exhibiting strong leadership qualities, and having competitive academic scores. Both ROTC and Military Academy graduates These branches are ideal for those who wish to stay enter the military as commissioned officers. Those who closer to home. The Reserves and National Guards are interested in the ROTC Program may attend a allow men and women to serve two days a month university in Arizona or anywhere in the United States plus two weeks per year for 4–6 years. This reduced that has an ROTC unit. Arizona schools offering ROTC time commitment allows the enlistee to attend college Programs are: Arizona State University, the University of if they wish, or to be employed outside of their Arizona, Northern Arizona University, and Embry Riddle military commitment. Keep in mind, however, that Aeronautical University. Reservists can be activated by the President during wartime to serve in other countries or combat areas, Students with disabilities may be accepted into an just like a full-time active duty soldier. ROTC program if: Officer’s training programs and financial assistance x they can meet the physical, medical, and are offered to Reservists attending an accredited academic (ASVAB) entry requirements; and college or university full-time. Upon graduating with x they can handle the ROTC coursework, both a four-year degree, he/she has the option of full-time academically and physically, without active duty status with their preferred branch of the assistance. military as a commissioned officer, or can serve as an officer in the National Guards or Reserves. Reservists ROTC programs are “competitive,” meaning that a are eligible for the GI Bill, which provides financial student has to compete against other students for assistance for continuing education during or after entry into the program and/or scholarships. Students their service commitment is completed. may attend an ROTC program by:

x applying for competitive ROTC Unlike the Reserves and National Guards, the Coast scholarships, Guard is a full-time position. Enlistees are stationed x self-paying, or along the U.S. coastline. Those wishing to become x receiving other non-ROTC types of scholar- officers may attend the Coast Guard Academy in ships, grants, or student loans. New London, CT, or enter with a four-year degree. Entry into the academy or service is similar to the ROTC cadets must be eligible for active duty before Army, Navy, Air Force and Marines. they enroll in the program. Cadets must be able to show acceptable scores on the ASVAB and SAT or Coast Guard personnel are eligible for the GI Bill, ACT. (The average SAT score for an ROTC which provides financial assistance for continuing scholarship is 1200 and for the ACT, it is 24). Entry education during or after their service commitment is ASVAB scores vary with each branch. completed.

Resources Northern Arizona University (Flagstaff), www.nau.edu, Army, Navy-Marine, Air Force ROTC, 888- Military Academies MORE-NAU, Disability Resource, 928-523- 8773 Air Force, U.S. Air Force Academy www.usafa.af.mil University of Arizona (Tucson), www.arizona.edu, Army, Navy-Marine, Air Force ROTC, 520-621- Army, West Point, www.usma.edu 3705, Disability Resource 520-621-3705

Coast Guard, U.S. Coast Guard Academy, References www.cga.edu Academy Recruitment Officer. (March 2002). Email Navy/Marine, Annapolis, www.nadn.navy.mil interview. San Diego, CA: US Coast Guard Academy.

US Armed Forces Army Recruiters. (2001, January). Telephone interviews. Casa Grande and Phoenix, AZ: US Civil Air Patrol, www.cap.gov, 602-392-7503 Army Recruiting.

Reserves and Guards: Reserves (contact preferred Deputy Assistant to Military Personnel. (2001, branch), www.defenselink.mil/ra; Air National April). Telephone interview. Washington, DC: Guard, 800-TO-GO-ANG; and Army National US Naval Department, Disability/ADA Guard, 800-GO-GUARD Compliance Office.

U.S. Air Force Recruitment Center, www.af.mil, Major DeValle. (2001, March). Telephone interview. 800-423-USAF Casa Grande, AZ: Casa Grande Union High School Marine Corps – JROTC. U.S. Army Recruiting Office, www.army.mil/, 800- USA-ARMY NROTC Instructor. (2001, March). Email interview. Tucson, AZ: U of A Navy ROTC. Captain U.S. Coast Guard, www.uscg.mil/default.asp, US Evancho. AFROTC Instructor. (2001, February). Naval Recruitment Center, www.navy.mil, 800- Email interview. Tempe, AZ: ASU Air Force USA-NAVY ROTC.

U.S. Marine Recruitment Center, www.usmc.mil, Sergeant Morrow. (2001, March). Email interviews. 800-MARINES Casa Grande, AZ: Arizona Army National Guard.

Arizona Universities ROTC Programs United States Equal Employment Opportunity Commission. (1999). Regulations concerning Arizona State University (Tempe), www.asu.edu, Federal Sector Equal Employment Opportunity: Army, Navy-Marine, Air Force ROTC, 480-965- 29 CFR Part 1614. Washington, DC. 9011, Disability Resource 480-965-1234 U.S. Department of Education, Office of Civil Embry Riddle Aeronautical University (Prescott), Rights. (2002). Section 504 of the Rehabilitation www. erau.edu/pr/index.html, Air Force ROTC, Act of 1973. Part 104 – Nondiscrimiation on the & Civil Air Patrol, 800-888-3728, Disability basis of handicap in activities receiving federal Resource 928-777-3700. assistance. Washington, DC.

The contents of this publication were developed in March 2001 and revised in June 2007 by Jana L. Bays, Parent Information Network Specialist with funds allocated by the U.S. Department of Education under IDEA 2004. These contents do not necessarily represent the policy of the agency, nor should endorsement by the federal government be assumed. The Arizona Department of Education of the State of Arizona does not discriminate on the basis of race, religion, color, national origin, sex, disability or age in its programs, activities or in its hiring and employment practices. If you have questions or grievances related to this policy, please contact the Administrative Services DAS at 602-542-3186. This document is in the public domain and may be freely reproduced in its current format. For more information, call the Parent Information Network at 928-679-8102 or 866-230-PINS.

College Survival Skills

Tips for Students with Disabilities to Increase College Success

Congratulations! You have decided to go to Many students believe that if they are interested college—excellent decision. A college education in college and motivated to learn, they will be can increase your opportunities for success. successful—this is not enough! “No one would However, you will find the college learning expect to be able to succeed as a neurosurgeon environment different from that of high school. or a pro football quarterback without training, College is less structured and will require you to but countless thousands of students assume they use more self-monitoring skills than you needed can succeed in college even if they are not in high school. There will be no teachers or skilled in reading, writing, listening, and other parents making decisions for you. Be prepared to basic study activities.” (Carman, Adams, 1984) face an increased level of academic competition and to have less contact with your professors. Research shows that most students have not You will be the person responsible for your developed a systematic approach to study skills. In actions, your learning, your successes and your college, your instructors will take for granted that failures as a college student. you have these skills, that you can read, write, listen, take notes and work on exams and assignments Are you a student who has a disability? If this is effectively. Unsuccessful students bumble through the case you will be dealing with a new and more these activities. Successful students have a system. complex process of external support than ever Plan to be a successful student—start college with before. As reported by McGuire (1991), "Often survival skills! college-bound students with learning disabilities fail to understand that they will face a different set No two people learn in exactly the same manner. of demands within a postsecondary setting. They We all have unique ways of processing information. soon become overwhelmed by the amount of It is vital that you understand your own learning assigned material as well as the fast pace of style and find your keys to success. You'll need a set instruction. Many lack the skills and strategies of tools that you can utilize to learn, adapt, and that are necessary for managing and self- create strategies tailored to your personal strengths monitoring their learning in a variety of contexts." and unique information processing skills. You must It is vital that you arm yourself with a well understand your own style and accommodate it to thought-out plan and strategies for success long be an effective learner and to compete at the before that first day of class. postsecondary level. Although some techniques apply to a specific area, it is important to develop As a student with a disability, it is critical that you strategic problem solving skills that transfer across understand your disability and how it affects your the curriculum. ability to learn and participate in the college experience. Understanding your rights and, What follows is a list of suggested study skills equally important, your responsibilities as a and strategies that may be helpful to you as you college student with a disability are also critical to make the transition from high school to college. your success. The office of disability support These suggestions are paraphrased from interviews services at the college you plan to attend can help of Mentors, Scholars and Ambassadors in DO-IT. you reach these goals. This office can play a key (Disabilities, Opportunities, Internetworking, and Technology) role in your success and will refer you to other at the University of Washington. areas on campus where support services are available.

As participants in DO-IT, they are either preparing How much time you will need for each for college, participating in college, or sharing assignment will depend upon the length and their past college experiences with youth who difficulty of the assignment. Look at the have disabilities. Consider these suggestions as assignment the day that it is assigned and start you build your own personal study skills breaking it down into manageable chunks. For inventory. example, break a research paper assignment down into smaller parts, e.g., library research, The following “tips of the trade” reflect their read materials, develop outline, create rough own college experiences as students with draft. Schedule each task on the calendar as a disabilities. daily assignment that must be completed. Allow

extra time in the schedule. That way if you hit a x Selecting an appropriate set of classes is an snag you have time to deal with it. Don't important first step. Talk to your academic procrastinate. Work within your scheduled advisor, disabled student services personnel, timeframe, and stay ahead of homework faculty members, and other students about assignments. classes that you are considering. Ask questions

about the class format; class requirements such as amount of reading, papers assigned, type of x Schedule a specific time each day for studying. Plan this time during your "alert" tests given; and the instructor's teaching style. times of the day, not the times when you are x When you are deciding which classes to take ready to go to sleep or are hungry. Study your remember to take a less demanding class along most difficult or least favorite subject first. with more demanding classes each quarter or semester. This will help you balance your x Take study breaks. Avoid marathon study workload. sessions and cramming. x Complete classes required for graduation early x Grab stolen moments of time to study or in your program, especially if they are subjects review material. You can read or study flash you are not fond of. Don't get stuck in your cards in the waiting room at the doctor's final year of school needing classes that create office or while you are on the bus. scheduling conflicts or are full. x Try to study when you are relaxed and not x Try to get a copy of the class syllabus so you when you are upset or unable to concentrate can see exactly what the requirements will be on the work you have to do. for a specific class.

x The environment in which you study is x Purchase your textbooks a couple of weeks important. Choose a location where you feel before the class starts if possible. comfortable, that is quiet, and that is free x Organize a study notebook for each class. If from distractions. It is often helpful to study your notebook is sloppy and disorganized, in the same conditions in which you will be visualize your grades in the same vein. tested. This means that if you can't eat, drink or listen to music during the exam, try to x Attend ALL classes! Don't sign up for a class study under similar constraints. during a time that you know other activities, such as work, will overlap or encroach upon x Study groups are great for clarifying some your study time. Learning how to manage your concepts but they should be used to time lowers the stress you will feel as your complement personal study time - not replace course work increases. it. Study groups can digress into discussions about the instructor or other students; try to x Buy a calendar and record what you need to do stay on track. Be sure to read all the necessary each day. Write in exam dates, when papers material before a study group meeting so that are due, reading assignments, and scheduled you can contribute to the discussions and study times. maximize your benefit from the meeting.

x Become familiar with the book and begin set of abbreviations or shorthand. Leave some reading the first chapters before the class room in the margins for additional information starts. This way, when the instructor assigns the lecturer may add later. If you become chapters 1-3 to be read by the end of the first confused or miss some information mark it week you will be ahead of schedule. If you with a "?" and ask to have the information have received a copy of the syllabus early this clarified then or after class or look up the topic will help in determining which chapter to in the text later. begin with as not all texts are read straight through. x If you have trouble taking notes, find someone in the class who takes good notes x Keep up with the assigned readings, being and ask if they would be willing to give you a sure to read the information that will be copy of them. Continue to take your own reviewed in class prior to that class session. notes because listening to the lecture and By doing this you will be familiar with the writing notes at the same time helps you vocabulary and the concepts about which the remember the information better. Then check lecturer is speaking, and you can bring up any them against the other set of notes after class. questions from the reading that the professor Look at the information your classmate is may not have addressed during the lecture. recording and use this example to improve Reading ahead will also help you take better your note-taking skills. You may also want to notes on the material. consider tape recording lectures, and then listening to the tapes while reviewing both x When you start reading a text, first scan or sets of notes. Be sure to obtain the lecturer's survey the chapter you are about to read. permission before taping a lecture. Look at the pictures, graphs, and headings. Write down vocabulary words that are x If you need assistance, ask the instructor for foreign to you. Look the words up in the help right away, not after you are failing a glossary or a dictionary before you start class. reading the chapter. Read the chapter summary and any study questions the author x Contact the office of disability support has provided. Ask yourself what you already services on your campus. know about the material to be covered in the chapter. In summary, to maximize your success in college: x When you read a chapter, mark important information as you read. Use a highlighter, 1. Develop strategies, study skills and a underline, or place a check mark in the network of support! margins next to the information. If you mark 2. Attend class. the entire page you are marking too much 3. Arrive on time, pay attention, and participate information; mark just enough to jog your in class discussions and activities. memory. 4. Talk to the instructor. Ask questions. x Read in short time blocks. You will 5. Complete and check all work. Turn in neat remember more of what you read than if you and clear assignments. undertake marathon reading sessions. 6. Monitor your progress. If you begin to fall behind, ask for help. x After you have completed reading and 7. Stay in contact with the office of disability marking the chapter go back and write concise support services and your professors. notes about the material you have marked. Stick with the basic facts and information that Adapt these tips to fit your unique learning style was new to you. and needs. Ask friends and classmates about the techniques they use. Never be afraid to try a new x When taking notes in class use short phrases method. And, remember that you are responsible rather than whole sentences. Develop your own for your successes as well as your failures!

References A 9-minute videotape and brochure about the Carman, Robert A., and Adams, W. Royce. student-professor relationship entitled Working (1984). Study Skills, A Students Guide for Together: Faculty and Students with Disabilities Survival (2nd ed.). John Wiley & Sons. may be ordered by sending a check for $25 to DO-IT. McGuire, Joan M., Hall, Debora., and Litt, A. Vivienne. (1991). A field-based study of the Grants and gifts fund DO-IT publications, videotapes, and programs to direct service needs of college students with support the academic and career success of people with disabilities. learning disabilities. Journal of College Contribute today by sending a check to DO-IT, Box 355670, University of Washington, Seattle, WA 98195-5670 Student Development, 32, 101-108. Your gift is tax deductible as specified in IRS regulations. Pursuant to RCW 19.09, the University of Washington is registered as a charitable Resources organization with the Secretary of State, State of Washington. For more

information, call the Office of the Secretary of State, 1-800-322-4483 x Electronic materials are abundant on the Internet. A good starting point is the DO- IT World Wide Web home page at About DO-IT

http://www.washington.edu/doit/ Primary funding for DO-IT is provided by the x To discuss issues pertaining to National Science Foundation, the State of individuals with disabilities and their Washington, and the U.S. Department of pursuit of challenging academic and Education. This publication was funded as a part career fields, including science, of a U.S. Department of Education grant (Fund engineering, and mathematics, subscribe for the Improvement of Post-secondary to the doitsem discussion list by sending Education #P116B71441) for $199,455 (62% of electronic mail to total DO-IT 2-4 project cost). The value of in- [email protected]. In the kind contributions from non-federal sources is message text type “subscribe doitsem” estimated at approximately $120,000 (38%) for followed by you full name.. this project. Any opinions for recommendations x If you are interested in discussing expressed in these materials do not necessarily disability-related issues that pertain to reflect the views of DO-IT’s funding sources. students with disabilities who are For further information, to be placed on the DO- transferring from a two-year community IT mailing list, or to request materials in college to a four-year college, join the alternative format, contact: doit2-4 electronic discussion list. The list is used as a forum to discuss a wide DO-IT range of college, employment and University of Washington disability-related issues. To subscribe to Box 355670 the list send an electronic mail message Seattle, WA 98195-5670 to [email protected] with [email protected] “subscribe doit2-4” followed by your full http://www.washington.edu/doit/ name. 206-685-DOIT (3648) (voice/TTY) x DO-IT maintains a large collection of 888-972-DOIT (3648) (toll free voice/TTY) free publications. For a list of these 206-221-4171 — FAX publications contact DO-IT. 509-328-9331 (voice/TTY) Spokane Director: Sheryl Burgstahler, Ph.D. Videotapes

A 14-minute videotape and brochure about Copyright © 2000, University of Washington. college preparation, College: You Can DO-IT!, Permission is granted to copy these materials for may be ordered by sending a check for $25 to educational, non-commercial purposes provided DO-IT. the source is acknowledged.

A 12-minute videotape about transitioning from University of Washington a two-year to four-year post-secondary College of Engineering institution, Moving On: The Two-Four Step may Computing & Communications be ordered by sending a check for $25 to DO-IT. College of Education 3/27/0

How is College Different from High School? Southern Methodist University, Altshuler Learning Enhancement Center

PERSONAL FREEDOM IN HIGH SCHOOL PERSONAL FREEDOM IN COLLEGE * High school is mandatory and free (unless * College is voluntary and expensive. you choose other options). * Your time is usually structured by others. * You manage your own time. * You need permission to participate in * You must decide whether to participate in extracurricular activities. extracurricular activities. (Hint: Choose wisely in the first semester and then add later.) * You need money for special purchases or * You need money to meet basic necessities. events. * You can count on parents and teachers to * You will be faced with a large number of remind you of your responsibilities and to moral and ethical decisions you have not had guide you in setting priorities. to face previously. You must balance your responsibilities and set priorities. * Guiding principle: You will usually be told *Guiding principle: You're old enough to take what your responsibilities are and corrected responsibility for what you do and don't do, if your behavior is out of line. as well as for the consequences of your decisions. HIGH SCHOOL CLASSES COLLEGE CLASSES *Each day you proceed from one class *You often have hours between classes; directly to another. class times vary throughout the day and evening. *You spend 6 hours each day--30 hours a *You spend 12 to 16 hours each week in week--in class. class. *The school year is 36 weeks long; some *The academic year is divided into two classes extend over both semesters and separate 15-week semesters, plus a week some do not. after each semester for exams. *Most of your classes are arranged for you. *You arrange your own schedule in consultation with your academic adviser. Schedules tend to look lighter than they really are. *Teachers carefully monitor class *Professors may not formally take roll, but attendance. they are still likely to know whether or not you attended. *Classes generally have no more than 35 *Classes may number 100 students or more. students.

*You are provided with textbooks at little or *You need to budget substantial funds for no expense. textbooks, which will usually cost more than $200 each semester. HIGH SCHOOL TEACHERS COLLEGE PROFESSORS *Teachers check your completed *Professors may not always check completed homework. homework, but they will assume you can perform the same tasks on tests. *Teachers remind you of your incomplete *Professors may not remind you of work. incomplete work. *Teachers approach you if they believe you *Professors are usually open and helpful, but need assistance, most expect you to initiate contact if you need assistance. *Teachers are often available for *Professors expect and want you to attend conversations before, during, or after class. their scheduled office hours. *Teachers have been trained in teaching *Professors have been trained as experts in methods to assist in imparting knowledge to their particular areas of research. students. *Teachers provide you with information you *Professors expect you to get from missed when you are absent. classmates any notes from classes you missed. *Teachers present material to help you *Professors may not follow the textbook. understand the material in the textbook. Instead, to amplify the text, they may give illustrations, provided background information, or discuss research about the topic you are studying. Or, they may expect you to relate the classes to the textbook readings. *Teachers often write information on the *Professors may lecture nonstop, expecting board to be copied in your notes. you to identify the important points in your notes. When professors write on the board, it may be to amplify the lecture, not to summarize it. Good notes are a must. *Teachers impart knowledge and facts, *Professors expect you to think about and sometimes drawing direct connections and synthesize seemingly unrelated topics. leading you through the thinking process. *Teachers often take time to remind you of *Professors expect you to read, save, and assignments and due dates. consult the course syllabus (outline); the syllabus spells out exactly what is expected of you, when it is due, and how you will be graded.

STUDYING IN HIGH SCHOOL STUDYING IN COLLEGE *You may study outside of class as little as 0 *You need to study at least 2 to 3 hours to 2 hours a week, and this may be mostly outside of class for each hour in class. last-minute test preparation. *You often need to read or hear *You need to review class notes and text presentations only once to learn all you need material regularly. to learn about them. *You are expected to read short *You are assigned substantial amounts of assignments that are then discussed, and reading and writing, which may not be often re-taught, in class. directly addressed in class. *Guiding principle: You will usually be told in *Guiding principle: It's up to you to read and class what you needed to learn from understand the assigned material; lectures assigned readings. and assignments proceed from the assumption that you've already done so. TESTS IN HIGH SCHOOL TESTS IN COLLEGE *Testing is frequent and covers small *Testing is usually infrequent and may be amounts of material. cumulative, covering large amounts of material. You, not the professor, need to organize the material to prepare for the test. A particular course may have only 2 or 3 tests in a semester. *Makeup tests are often available. *Makeup tests are seldom an option; if they are, you need to request them. *Teachers frequently rearrange test dates to *Professors in different courses usually avoid conflict with school events. schedule tests without regard to the demands of other courses or outside activities. *Teachers frequently conduct review *Professors rarely offer review sessions, and sessions, pointing out the most important when they do, they expect you to be an concepts. active participant, one who comes prepared with questions. *Mastery is usually seen as the ability to *Mastery is often seen as the ability to apply reproduce what you were taught in the form what you've learned to new situations or to in which it was presented to you, or to solve solve new kinds of problems. the kinds of problems you were shown how to solve.

GRADES IN HIGH SCHOOL GRADES IN COLLEGE *Grades are given for most assigned work. *Grades may not be provided for all assigned work. *Consistently good homework grades may *Grades on tests and major papers usually help raise your overall grade when test provide most of the course grade. grades are low. *Extra credit projects are often available to *Extra credit projects cannot, generally help you raise your grade. speaking, be used to raise a grade in a college course. *Initial test grades, especially when they are *Watch out for your first tests. These are low, may not have an adverse effect on your usually "wake-up calls" to let you know what final grade. is expected--but they also may account for a substantial part of your course grade. *You may graduate as long as you have *You may graduate only if your average in passed all required courses with a grade of classes meets the departmental standard-- D or higher. typically a 2.0 or C. *Guiding principle: "Effort counts." Courses *Guiding principle: "Results count." Though are usually structured to reward a "good-faith "good-faith effort" is important in regard to effort." the professor's willingness to help you achieve good results, it will not substitute for results in the grading process.

Permission to reprint was granted in January 2002 to the Parent Information Network, Arizona Department of Education, Exceptional Student Services by Southern Methodist University, Altshuler Learning Enhancement Center, 6425 Boaz Lane, Dallas, TX. It was originally posted online at www.smu.edu/alec/transition.html. This document has been reproduced exactly as received from the person or organization originating it. Points of view or opinions stated do not necessarily represent official Arizona Department of Education position or policy.

Section 6: Independent Living

Use the business card holders to keep information you may need while transitioning from high school to adult life.

Keep information of who to contact in an emergency:

x Doctors x Vocational Rehabilitation Counselor x Therapists x Job coach x Any important support person

Documents for this section:

x Transition Planning Interview x Budget Planning: Where will My Money Go?

Complete the Transition Planning Interview to help determine what level of independence you will be working towards; determine what your needs are and what areas you may need additional help with.

Transition Planning Interview

Date ______Name of Student ______Date of Birth ______Graduation Date ______

Understanding Your Rights Do you understand your rights when you turn 18? Notes: Do you understand that special education services end when you graduate high school or age out on your 22nd birthday? Do you understand that when you graduate, or age out, that the American’s with Disabilities Act covers you? Do you have any other legal or advocacy concerns? Other issues? Guardianship or Power of Attorney Financial Assistance Rights vs. Responsibilities Section 504 Your Career Plans What are the top three careers you are currently interested 1. in? 2. Think about your attributes, talents, or strengths when considering your career choices. What do you like to do now? 3. Do you know what it takes to obtain each of your choices? 1. (College, technical school, vocational rehabilitation, etc.) 2. Briefly describe, if you know, what is needed for each of your three career choices: 3.

What can you do to either research or explore your three 1. career choices further? 2.

IE: Internet, library, explorer programs, volunteering, internships, 3. personal interviews, job shadowing, etc… What routine daily skills do you feel you need to work on to Other skills? obtain any of your three career choices? These may be one or more of the following, but are not limited to: learning to write your name or a sign your signature; learning how to work with different types of computer programs; learning how to manage your own healthcare needs; learning how to self advocate; learning how to travel to/from work and home; or learning how to write a resume, fill out an application or prepare for a job interview. Living on Your Own Can you dress yourself, prepare your own meals, and clean your Notes: own living quarters? If not, what will you need to be able to live on your own? Briefly explain here: Do you need more skills or experience with money management? Will you need to live in a group home? Notes:

Living on Your Own Cont. What will you need to get to/from home and work?

Do you know how to plan a menu, and develop a grocery list from the menu? Do you know how to manage your own healthcare? Do you understand your medications, when to take and what to take? Do you know who to go to if you have questions about your medications? What do you want to live in? Medical care notes: Live alone in an apartment Just something Own my own home to think about! Rent a home Where do you want to live? In Share an apartment a large city or small town, on a Live with current family ranch or farm; or in the desert, mountains, by the ocean, or a Live in a group home river? Near family or away from Other family? Give it some thought! Post Secondary Options or Other Training after High School

Do you want to go to a 2-year community college, or a 4-year university? Do you want to go to a trade or technical school? Where?

What degree?

Do you want to go into the Military? Where?

Do you plan to go into the family business? What branch? Have you contacted any of the schools you are interested in and What is the business and what position do you want? asked for information on your degree program?

If you are interested in the military, have you contacted a Notes: recruiter to discuss your options of going into the reserves, going active or working as a civilian on one of the military bases? Have you contacted the disability resource center at your college or school of choice to discuss your individual disability needs?

Adapted from the Transition Planning Interview form developed by William McQueary and the Peoria School District. This adaptation developed by the Parent Information Network, Exceptional Student Services, Arizona Department of Education. Permission to disseminate is granted as long as credit is given to the Peoria School District, William McQueary and the Parent Information Network. This guide does not constitute endorsement by the Arizona Department of Education or the U.S. Department of Education. This guide is in the public domain and may be freely reproduced. The Arizona Department of Education, a state educational agency, is an equal opportunity employer and affirms that it does not discriminate on the basis of race, religion, color, national origin, age, sex or handicapping condition.

Budget Planning Where will My Money Go?

My Job: $______per hour

What you earn per hour, per paycheck before Gross pay: $______taxes, insurance, savings or other deductions.

Dollar amounts that are deducted from your Deductions: $______gross pay for taxes, insurance, savings, etc.

The actual amount of money that you will take Net pay: $______home for you to use for your budget.

Projected Monthly Income $______Overtime or extra income $______Total monthly income $______

HOUSING EXPENSE Rent Phone Electricity Gas Water and Sewer Cable Internet

Budget continued

FOOD EXPENSE Groceries Dining out Other (Guests, entertaining)

TRANSPORTATION EXPENSE Car payment Bus, taxi fare Insurance Licensing Fuel / Oil change Repairs Other

PERSONAL CARE EXPENSE Medical/Dental Clothing/Shoes Haircuts, etc

ENTERTAINMENT EXPENSE Movies Video rental Concerts Sporting events, etc.

Budget continued

GIFTS and DONATIONS EXPENSE Family & Friends Charities Other

SAVINGS and LOANS EXPENSE Savings Student loans, etc

This budget is not every expense you might encounter in your independent life. Think of some expenses you might have that are not listed above like:

x Do you have any pets that will have expenses: food, medical, grooming, etc? x Do you want to belong to any organizations, gyms or health clubs? x Do you want to subscribe to magazines or newspapers?