Planning For Adulthood

Strategies for Parents:

· Attend your child’s annual pre-meeting and IEP meeting.

· Ask questions if you are unsure of an IEP discussion topic. If a meeting needs to be continued to another day that is okay; it is better to fully understand the process.

· Check with your child’s case manager if there is a parent support group available.

· Look for family and personal resources for employment opportunities.

· Ask your child to complete chores around the house, maintain a schedule, and increase age-appropriate tasks as your child becomes older.

· Translation is available for your meeting. Check with IEP coordinator or teacher for details.

Strategies for Students:

· Ask your parents how you can help around the house.

· Follow the rules at home and at school.

· Ask your teacher how you can participate in your IEP.

· Start thinking about jobs you might like as you get older.

· Be responsible for your belongings at home and at school.

Student and Family Questions for Discussion:

An early, well-supported transition process can set a student up for life-long success. Starting the discussion with these questions now, at home and in the family, can help ease the pressure the pressure that comes with adolescence and address uncertainties down the road. These are some possible areas for family discussion in while in high school:

∙How do I know what job I want as an adult?

Many students are able to participate in volunteer or paid work while attending post-secondary classes. This may be one job site a few days per week or a couple rotating job sites. This early work experience allows your student to have access to the community while having district staff support and supervision. Employment training will prepare your student for paid employment upon completion of the district 18-22-year-old class enrollment. Studies show as adults –“individuals with disabilities experience greater monetary benefits than costs when working in the community (Cimera, 2012).” During this time, at home discussions, work interest surveys, and other job activities can help your student the learn skills they will need as adults in a workplace.

∙Where will I live?

This choice is based on family planning and will be different for every student. As children get older, the dynamics in the household may shift and living at home may not be feasible anymore. Options such as group homes, living with a roommate, and other independent living options are available. Some students and families may decide home is still the best option. While this discussion is difficult, it is best to plan now. In some cases, agency funding for housing can be years long. It is best to plan for these types of situations sooner than later. Working with your student’s Regional Center case manager can help examine financial options and choices available.

∙How will I support this plan?

Funding through local, state and federal agencies can assist with these plans. This may be discussed with your Regional Center Agency case manager at your annual IPP meeting. If your student does not receive Regional Center services it may be beneficial to apply. Tri Counties Regional Center, is your main point of contact for financial support for lifelong service for students with disabilities and can aide in the transition process. As your student leaves the district it is imperative they become self-advocates in order to best support themselves. As students, in the local district he/she was in a program based on a system of entitlement and received many supports though IDEA in a classroom setting. This will change when they complete the district program or should they receive a diploma. The services they receive as adults will be based on eligibility. Waitlists for services can be long and frustrating, so it is important to start discussing these topics now with your student and family. Your case manager is there for support.

The district has translators and community liaisons available for meeting attendance and questions to guide these discussions and attend IEP meetings.

El distrito tiene traductores y enlaces comunitarios disponibles para asistir a las reuniones y preguntas para guiar estas discusiones y asistir a las reuniones del IEP.

∙What are some steps I can take now to make it easier after I leave school at 22?

Students: Planning now will make the transition to adulthood easier as you age out of the district for supports and services. Ask questions, attend your IEP, and bring along a trusted adult if needed. As an adult, you are in charge of your rights. These IEP rights will be provided along with your annual IEP notice, but you may request them anytime throughout the year. If you are over 18 and would like to have your parents help you at your meetings, your case manager can help fill out the designated paperwork.

∙Who can I ask for help?

Parents and Students: While your student is in high school the case manager is available to help guide your questions and discussions. A case manager will be able to direct you to district resources, plan IEPs and facilitate communication between other agencies. Students who receive a diploma can contact the Department of Rehabilitation (DOR) for supports and services. This will be discussed annually during the IEP meeting or during a transition meeting as graduation nears. For students who do not receive a diploma, the district will continue to provide services and supports such as Language, Occupational Therapy and 1:1 aide support until your student ages out. This happens at the end of the semester in which the student turns 22.