Class Overview

Objective 1: Self-Awareness

Students will identify a school or work-related strength, need, preference and interest that they have.

Objective 2: Effective Communication

Students will identify three components of effective communication.

Objective 3: Supported Decision Making

Students will define supported decision making and selected appropriate members of a supported decision making team.

Objective 4: Accommodations

Students will select an appropriate workplace or academic accommodations

Objective 5: Self Advocacy

Students will identify and describe at least two factors in effective self advocacy.

Objective 6: Decision Making and Problem Solving

Students will demonstrate problem-solving and decision making skills using self knowledge, self advocacy, communication, accommodations, and supported decision making.

Able SC believes that all youth in South Carolina regardless of disability should be allowed to pursue integrated and competitive employment in the community. This curriculum introduces the basic tenants of resume building, self management, conflict management, time management, and professional communication strategies as well as understanding how to find work that aligns with your personality and values.

Objective 1: Finding Your Strengths

Students will identify four strengths/professional skills they already have.

Objective 2: Self Management

Students will create their own self-management plan by identifying at least one daily action they can take to be responsible for their own behavior.

Objective 3: Conflict Management

Students will recognize their own conflict management style.

Objective 4: Time Management

Students will identify two time management resources/skills and how they can use them to improve their time management.

Objective 5: Professional Communication

Students will complete a mock interview.

Objective 6: Work Values

Students will identify 4 personal values connected to working, living independently and financial security.

Youth with disabilities are often at a disadvantage even when earning their own income due to the protective influence of guardians and partners, therefore they are not afforded the dignity of risk and failure which builds a realistic understanding of finances. This curriculum focuses on understanding budgeting concepts and gives multiple opportunities to practice budgeting strategies, as well as introducing taxes.

Objective 1: Wants & Needs

Students will identify wants vs. needs in their spending decisions and provide an example of each.

Objective 2: Making Money

Students will identify at least two different factors that can affect their earning potential.

Objective 3: Budgeting Part One

Students will identify earning (money in) and spending (money out) items within a budget and resources to create a budget.

Objective 4: Budgeting Part Two

Students will identify fixed and variable items in a budget, and identify when a budget is balanced.

Objective 5: Taxes

Students will identify where taxes come from and what they are used for.

Objective 6: Life in Balance

Students will practice and identify effective budgeting strategies used through a game.

A companion to our Financial Literacy 1 curriculum, these lesson focus on more nuanced financial concepts and tools like the role of banks, investing, and credit.

Objective 1: Bank Basics

Students will list one way in which a bank makes money and one benefit to keeping your money in a bank.

Objective 2: Checking vs. Savings

Students will outline the differences between checking and savings accounts.

Objective 3: Lending

Students will identify two factors that impact a borrower's financial credibility and one factor that impacts a lender’s legitimacy.

Objective 4: Credit Cards

Students will list five basic attributes of credit cards: interest rates, fees, rewards, types of cards, and credit score.

Objective 5: Investing

Students will identify two potential investment strategies and one potential investment scam.

Objective 6: Escape Room

Students will categorically compare the key features of banks, accounts, lending, credit cards, and investing to identify the best available options for real-world scenarios.

Teachers often voice concern that students are influenced by traditional and social media in a way that fosters unrealistic or unavailable career opportunities. This unique curriculum helps students understand career feasibility and create independent paths towards their employment goals while being mindful of possible obstacles and available resources for assistance.

Objective 1: What Do You Want to Do?

Students will identify a realistic post-secondary goal.

Objective 2: Where Are You Now?

Students will be able to identify their current educational “track”.

Objective 3: How Do I Get There?

Students will identify two possible post-secondary paths that are relevant to their goals and create a potential path to reach their post-secondary goal.

Objective 4: How Do I Pay For it?

Students will identify at least two relevant financial support resources to reach their goal.

Objective 5: Your Rights and Resources

Students will identify resources to address potential barriers related to disability.

Objective 6: Review of Post Secondary Exploration

Students will reaffirm educational track, review personalized post secondary goals and relevant paths, and identify appropriate financial support and resources.

Students with disabilities are often reluctant to engage in IEP meetings which can result in ineffective accommodations or outdated employment objectives. This curriculum examines the fundamental parts of an Individualized Education Plan and then guides students as they examine their own IEPs and encourages agency as they build a unique presentation to ensure their voice is heard in future meetings.

Objective 1: Disability and Strengths

Students will identify their disability and at least two strengths that they have.

Objective 2: Goals

Students will identify one goal related to education and one goal related to employment.

Objective 3: Accommodations

Students will identify an accommodation that they can use at school.

Objective 4: Reading Our IEPs

Students will identify their disability, strengths, goals, and accommodations in their IEP.

Objective 5: The IEP Meeting

Students will define the purpose of an IEP meeting and their role within the meeting.

Objective 6: IEP After High School

Students will identify how to request accommodations and support after high school.