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VolunteerMatch - Where Volunteering Begins

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Search Volunteer Opportunities. VolunteerMatch is the #1 volunteer-engagement network. Find volunteer information and listings in your local community now!

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Planning on getting your permit this year? Pick up a booklet from the AZ Department of Transportation and try downloading this app on your iPhone or iPad to help study: Arizona DMV Permit Test 2017 - Free Practice Exam

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* Spend only a few hours studying and pass your Arizona Driving Test!
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‎* Spend only a few hours studying and pass your Arizona Driving Test! * Explanation for Every Question you do Wrong * Top Choice! award by Appcrawlr * Featured by Apple * The latest Arizona Driving test questions are available in this app Do you want to spend only a few hours studying and still pa...

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Information and how to apply for Social Security Disability Insurance

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When To Apply

You should apply as soon as you become disabled.

Social Security Disability Insurance (SSDI) benefits have a five month waiting period, which means that benefit payments will not begin before the sixth full month of disability. The SSDI waiting period begins the first full month after the date we decide your disability began.

There is no waiting period if your disability results from amyotrophic lateral sclerosis (ALS) and you are approved for SSDI benefits on or after July 23, 2020.

We pay Supplemental Security Income (SSI) disability benefits for the first full month after the date you filed your claim, or, if later, the date you become eligible for SSI.

How To Apply

You can apply for Disability benefits online, or if you are unable to complete the application online, you can apply by calling our toll-free number, 1-800-772-1213, between 8:00 a.m. and 7:00 p.m. Our representatives can make an appointment for you to apply.

People who are deaf or hard of hearing may call our toll-free "TTY" number, 1-800-325-0778, between 8:00 a.m. and 7:00 p.m. on Monday through Friday.

Some publications that will give you more information on disability benefits.

The Disability Starter Kit will help you get ready for your disability interview or online application. Kits are available for adults and for children under age 18.

The starter kits provide information about the specific documents and the information that we will request from you.

The kits also provide general information about the disability programs and our decision-making process.

Here are some additional resources with information on disability benefits:

When To Apply

You should apply as soon as you become disabled.

Social Security Disability Insurance (SSDI) benefits have a five month waiting period, which means that benefit payments will not begin before the sixth full month of disability. The SSDI waiting period begins the first full month after the date we decide your disability began.

There is no waiting period if your disability results from amyotrophic lateral sclerosis (ALS) and you are approved for SSDI benefits on or after July 23, 2020.

We pay Supplemental Security Income (SSI) disability benefits for the first full month after the date you filed your claim, or, if later, the date you become eligible for SSI.

How To Apply

You can apply for Disability benefits online, or if you are unable to complete the application online, you can apply by calling our toll-free number, 1-800-772-1213, between 8:00 a.m. and 7:00 p.m. Our representatives can make an appointment for you to apply.

People who are deaf or hard of hearing may call our toll-free "TTY" number, 1-800-325-0778, between 8:00 a.m. and 7:00 p.m. on Monday through Friday.

Some publications that will give you more information on disability benefits.

The Disability Starter Kit will help you get ready for your disability interview or online application. Kits are available for adults and for children under age 18.

The starter kits provide information about the specific documents and the information that we will request from you.

The kits also provide general information about the disability programs and our decision-making process.

Here are some additional resources with information on disability benefits:

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Learn about the various forms of Social Security. Parents/students should research and apply a few months before a student turns 18.

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The United States Social Security Administration | SSA

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Official website of the U.S. Social Security Administration.

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Ability360 offers and promotes programs designed to empower people with disabilities to take personal responsibility so that they may achieve or continue independent lifestyles within the community.

Ability360 is one of five Centers for Independent Living in Arizona, and the largest Center in the state.

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About Ability360 - Ability360 | Phoenix, AZ

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Empowering People with Disabilities for Over 40 Years 1981 - Present Ability360 advocates personal responsibility - by, and for, people with disabilities - as a means to independence. To help consumers achieve self-sufficiency, Ability360 offers comprehensive programs including: * Independent Living Skills Instruction * Information and Referral * Peer Support * Advocacy * Home Modification*...

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A one stop shop for all your disability travel needs.

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accessibleGO.com - The first-ever accessible hotel booking site.

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Get accessibility details and community reviews for hotels, flights and more.

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Access this Map to view the local Adult Day Programs in the area and their contact information. Set up a tour with a location to learn more!

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(Spanish)Center for Parent Information & Resources

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(Spanish)Center for Parent Information & Resources

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Apoyo Padre a Padre | Center for Parent Information and Resources

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Center for Parent Information & Resources

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Center for Parent Information & Resources

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is the age when children legally become adults. At this time, they gain the rights of adults, which include the right to vote, marry, apply for a credit card, make medical and financial decisions for themselves, sign contracts, live independently, and much more. In most states the age of majority is age 18.
We invite you to read this tip sheet for parents to learn more about:
________________________

Developed by:
National Secondary Transition Technical Assistance Center (NSTTAC)
National Post-School Outcomes Center (NPSO)

In collaboration with:
Center for Parent Information and Resources (CPIR)
________________________

Who Decides the Age of Majority?

Each state sets the age of majority for young people in the state. In most states the age of majority is age 18. The state also decides if a parent's rights will transfer to the student when he or she reaches the age of majority.

What's the Age of Majority in Your State?

You can find out the age of majority in your state at:
http://minors.uslegal.com/age-of-majority/

What Does the Transfer of Rights Mean for Parents, Youth with Disabilities, and Schools?

Depending on your state's policies, many or all of your rights as a parent may transfer to your son or daughter at age of majority. ( Read more about parental rights of children with disabilities.) If so, then at least one year before your son or daughter with a disability reaches the age of majority, the school must let you and your young person know about any upcoming transfer of rights.

New responsibilities | If your rights transfer to your son or daughter, he or she will have new responsibilities. These include but aren't limited to:

Participating in individualized education program (IEP) meetings (Your child must be invited to the IEP meeting starting at age 16, but it's a good idea to start earlier. And many states do!)

Deciding who is invited to the IEP meeting (e.g., parents, adult service providers, people who know about and understand your son or daughter's disability)

Making decisions about what IEP and post-school goals to include in the plan

Giving signed consent for re-evaluation and changes in placement

Deciding whether or not to continue his or her education

Requesting mediation or other ways to resolve disputes

These are important responsibilities. Is your son or daughter "ready" to take charge of his or her education? What about planning for life after high school? Many parents would probably answer, no, not yet! There is so much to learn still!

The bottom line | The truth of the matter is that age of majority happens whether your son or daughter is "ready" or not. And it happens whether you, as the parent, are ready or not! That's why it's a good idea to:

Take advantage of your child's growing years to build skills needed in the future.

Connect with your state's Parent Center and disability-related community agencies to learn about webinars or workshops they offer related to transition planning.

Foster a team approach that involves your son or daughter.

Lay a solid foundation through discussions, guided support and decision-making, respect, and opportunities for your son or daughter to learn the basic skills that an adult needs.

This tip sheet offers suggestions for doing just that.

Tips for Parents

Start Early: Building confidence and decision-making skills takes time and practice.

As your child grows, let him or her make decisions appropriate to his or her age. This will help prepare your young person for making decisions in adulthood.

Lay the foundation for the coming age of majority

Over time, talk with your son or daughter about the age of majority and what it means to take on the responsibilities of an adult. Examples include:

Paying your bills

Getting a copy of your social security card and birth certificate

Managing your own health care

Living independently

Getting from place to place (e.g., by car, bus, taxi, subway)

Registering to vote

Registering for the selective service (males only)

Signing contracts (for example, to rent an apartment or to make a big purchase such as a car)

Help your young person develop self-knowledge by discussing his or her disability

No one has a greater stake in transition planning than the student with a disability. That's one reason why learning to be an effective self-advocate is a critical part of each student's transition process. Self-advocacy skills help young people shape their own lives and futures. Therefore, over time, explore these important topics with your son or daughter.

Talk with your child about his or her disability. Ask how the disability affects your son or daughter at school, at home, in daily life. Listen to the answers. Discuss.

Also discuss what supports or accommodations help your son or daughter at school, at home, and in daily life. You may be surprised at how on-target and helpful your child's perspective is!

Help your child discover his or her preferences and how to share that information with others. Having good social skills is an important personal asset, now and in the future.

Explore the hopes and dreams your son or daughter has for the future. Help translate these into step-by-step goals.

Are there things that your son or daughter will likely not be able to do in reality, given his or her disability? Explore these, too, in a positive and supportive way.

Talk about disability rights and responsibilities under IDEA, Section 504, and the ADA

Rights | Let your child know that he or she has rights under federal laws such as the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act (608 kb), and the Americans with Disabilities Act (ADA). Talk about those rights. Give concrete examples, especially related to postsecondary education, employment, and life in the community.

IEP meetings | Encourage your son or daughter to attend, participate in, and eventually lead the meeting where his or her IEP is written. Let your son or daughter know that he or she may invite other people to the meeting. That includes you when he or she reaches the age of majority!

Role-play | Role-play IEP meetings ahead of time with your son or daughter. Practice how to greet the other team members, state individual goals, offer suggestions or respectfully disagree, and thank members for their participation.

Prepare your young adult for the future by discussing adult options and choices

Explore options | Explore what options and choices we have as adults with your son or daughter over time. There are plenty of examples in daily life you can use to spark the discussion-recreation choices, driving, living independently, getting a job or going on to postsecondary education, enjoying oneself with friends. These are the kinds of choices and decisions that your son or daughter will be making now or in the future. Talking about them can be fun, too.

Team with adults | Encourage your son or daughter to develop good working relationships with adults. This includes the school staff in high school and, later, employers, fellow employees, landlords, and adult service providers.

Talk about accommodations | Let your youth know that accommodations are available in postsecondary education and work settings. Give examples and discuss. What accommodations or supports would be helpful to your son or daughter in these settings?

Disclosing the disability | Practice with your youth when and how to disclose the disability to an employer or a postsecondary school. Also role-play how to ask for accommodations.

Model | Model the decision-making process by "thinking aloud." State the issues and options you are considering, mull over the pros and cons of each, and allow your son or daughter to see you arrive at a decision.

Let your youth decide! | Give your young person regular opportunities to make his or her own choices. As necessary, help your son or daughter walk through weighing the pros and cons of each option. Then leave the decision up to your child.

Mistakes | Allow your son or daughter to make mistakes. When it isn't a matter of health and safety, he or she can learn from poor choices, just like the rest of us have.

Concerns about Competency: IDEA's Special Rule

IDEA includes a "special rule" about transfer of parental rights when students with disabilities reach the age of majority. The special rule relates to young people:

who do not have the ability to provide informed consent to their educational programs, but

who have not been determined by a court to be "incompetent."

In such cases, states may adopt policies that allow parents to continue representing their son or daughter, even after the age of majority is reached. Parents would continue to represent their young person during the entire time the student is eligible for services under Part B of IDEA.

All this is to say: If you feel that your son or daughter does not have the ability to provide informed consent to his or her special education program, be sure to check your state's policies. (To find out your state's policies, contact your Parent Center.) Most states have procedures that would allow you to continue representing your son or daughter's educational interests after the age of majority. Your son or daughter can still ask that you be included in all IEP team meetings and that you help them make any decisions requiring a signature.

What about Guardianship and Other Options?

Letting children grow up and take charge of their lives is a challenge for many, many parents. It's hard to stand back, watch, and let go. When a young person has a disability that seriously affects decision-making, the challenge of "letting go" is that much greater.

Options? | For some parents, the question of assuming guardianship of their son or daughter will arise. There are other options to be considered as well, such as conservatorship or having an educational advocate. If these possibilities have crossed your mind, you'll need to find out more-much more-before taking action.

Guardianship as a legal matter | Securing guardianship of your son or daughter is a legal matter that has consequences for both parents and offspring. By its very nature, guardianship is quite restrictive-for example, under guardianship, the person is typically considered "incompetent." He or she is usually stripped of the authority to make decisions that is granted to adults.

Suggestions to consider | If you feel you need to learn more about future care-taking options for your son or daughter, here are a few suggestions to get started:

Learn how your state defines guardianship. What guardianship options exist, and what are the laws that govern them?

Find out the differences between guardianship, conservatorship, and having an educational advocate. What would each mean for you and for your son or daughter?

Determine the best way to provide support to your son or daughter. What is the least restrictive way to provide your young person with the support he or she needs to make decisions?

Determine the level of support needed for your son or daughter. How much support does your son/daughter need to make sound decisions and choices? Does he or she need support, for example, in identifying when to make a decision? In exploring options? In coping with the consequences of choices? What types of supports does he or she need?

Consider the "informal" supports your son or daughter already has (e.g., a network of family or friends). Are these enough to support him or her in decision-making, or will more supports be needed?

The time to explore options for supporting your son or daughter in the future is while you are still the one responsible for making decisions about his or her education, safety, and well being. That way, you have time and opportunity on your side. You can support your son or daughter's growth and learning, build his or her capacity to make good decisions, and cultivate the team approach we mentioned earlier in this tip sheet.
To Learn More about the Pros and Cons of Guardianship National Guardianship Association An Overview of Guardianship
Guardianship and Alternatives for Decision-Making Support http://www.caregiverslibrary.org/caregivers-resources/grp-legal-matters/hsgrp-power-of-attorney-guardianship/an-overview-of-guardianship-article.aspx
https://www.guardianship.org/
National Health Care Transition Center
Webinar: Understanding Guardianship and the Alternatives for Decision Making Support (58 minutes)
Types of Guardianship
Definitions, Please!

Note: The following definitions contain the common elements of each term from various sources. However, specifics will vary from state to state. Therefore, it is recommended that you refer to your state's specific definition for each term for a complete understanding of the legal processes that will guide your choices. Terms are presented in alphabetical order.

Age of Majority | This is the age that a state sets for a minor to become an adult and assume legal responsibility for himself/herself and all decisions that accompany that (e.g., financial, medical, educational). In most states, this is age 18.

Guardianship | Guardianship is "a court-ordered arrangement in which one person is given the legal authority to make decisions on behalf of another person whom a court has deemed to be 'incapacitated.'" A guardian can be removed or replaced via a petition to the court. Guardianship can come in many forms and can apply to several areas, as shown below.

Ad Litem | A guardian ad litem is arranged for a designated time period for a designated purpose (e.g., settling a lawsuit).

Emergency/Temporary | Emergency or temporary guardianship is arranged in situations where immediate action is necessary to protect the ward in some manner. Ninety days is a common limit to how long an emergency/temporary guardianship can be in effect.

Full/General/Plenary | Full guardianship transfers legal authority for all aspects of a ward's life to the guardian. This includes, but is not limited to, making decisions concerning the ward's "living arrangements, education, social activities, medical care, right to marry and association with others."

Limited | Limited guardianship is an arrangement in which a guardian is given legal rights to make decision only in certain areas of a ward's life (e.g., health care).

Testamentary | Testamentary guardianship is an arrangement in which a current guardian designates a successor guardian for a ward in a will. Upon the original guardian passing away, the successor guardian assumes the legal responsibility for the ward.

Incapacitation/Incompetency | An incapacitated or incompetent person is someone who the courts determine is unable to make "informed decisions" about his or her personal care or the care of his or her affairs due to a mental illness, physical illness, disability, or other condition. These decisions can include decisions about the person's finances, residence, education, vocational programs, behavioral programs, medical or dental care, or legal matters. The level of incapacitation is a threshold issue that determines what level of guardianship is granted.

Ward | The term "ward" refers to the individual who is under guardianship as a result of being deemed incapacitated or incompetent by the courts.

Resources and Helpful Connections
Age of Majority in Your State Life after IEPs National Resource Center for Supported Decision-Making
http://supporteddecisionmaking.org/
https://www.pacer.org/transition/resource-library/publications/npc-19.pdf
http://minors.uslegal.com/age-of-majority/
Growing up is natural, it's inevitable, and it's exciting. We hope that this tip sheet has helped you and your young person get ready. May all our sons and daughters go forth, make their foolish mistakes despite our warnings, enjoy their triumphs, ask for our help when they need it, and build their lives as independently and satisfyingly as possible.

Need more information? | Consult the list of resources listed below.

Your state's PTI or CPRC
Every state has at least one Parent Training and Information Center. Many states also have a Community Parent Resource Center. Both are excellent resources for parents and young adults to consult during transition planning and afterwards. There, you and your son or daughter can connect with the network of disability-related resources and agencies in your state and community, attend workshops on topics of importance, find answers to disability questions, and much more. Find your Parent Center at:
https://www.parentcenterhub.org/find-your-center/

Age of Majority | What IDEA requires and what age of majority means
https://www.parentcenterhub.org/repository/age-of-majority/

Transition to Adulthood Suite
This suite is made up of 9 webpages of resources on the entire transition and postsecondary process, including transition planning in secondary school, getting students involved in writing their own IEP, independent living, finding adult services, and connections to employment and postsecondary education connections.
https://www.parentcenterhub.org/repository/transitionadult/

Other Tip Sheets in This Series

This tip sheet is part of a series written to support parents and youth with disabilities as youth approach the "age of majority." The series includes:

These tip sheets are copyright free, so please do feel free to share them with others.

**Highly Rated Resource! This resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of "High Quality, High Relevance, High Usefulness" to Parent Centers.
________________________________________

Acknowledgements, with Many Thanks!

Collaborating partners | This tip sheet was developed in collaboration between the:

Thanks to reviewers | We extend our appreciation to the many stakeholders (e.g., parents, students, SEAs, LEAs) for their generous ideas, support, and time in the development of these tools.

Special thanks to Parent Center reviewers | Special thanks goes out to Barb Buswell, Bebe Bode, Laura Nata, and Dorie France for providing guidance throughout the project. Without their contributions, these fact sheets would not have been possible. Thank you.

Cooperative agreement references | This document was developed by the:

National Post-School Outcomes Center, Eugene, Oregon (funded by Cooperative Agreement Number H326U090001) with the U.S. Department of Education, Office of Special Education and Rehabilitative Services;

National Secondary Transition Technical Assistance Center, Charlotte, NC (funded by Cooperative Agreement Number H326J11001) with the U.S. Department of Education; and

Center for Parent Information and Resources, Newark, NJ (funded by Cooperative Agreement Number H328R130014) with the U. S. Department of Education.

This document has NOT been reviewed and approved by the Office of Special Education Programs. Opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Department of Education.

OSEP Project Officers | Carmen Sánchez and Dr. Selete Avoke

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Getting Ready for When Your Teen Reaches the Age of Majority: A Parent's Guide

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is the age when children legally become adults. At this time, they gain the rights of adults, which include the right to vote, marry, apply for a credit card, make medical and financial decisions for themselves, sign contracts, live independently, and much more. In most states the age of majority is age 18.

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A Vocational Rehabilitation (VR Contracted Program)

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Beacon Group-Creating Opportunities for People with Disabilities

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Beacon Group-Creating Opportunities for People with Disabilities

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Beacon Group's innovative business solutions and talented work force meet YOUR organizational needs, and create goodwill impacting YOUR team, customers, and community.

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Beacon Group offers a wide range of business products, services, and workforce solutions for local and national businesses that need customized solutions.

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Our Vocational Rehabilitation (VR) Services include:

Individual Tutoring

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Pathway to work- integrated work opportunities

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Pathway to work- integrated work opportunities

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Pathway to Work is an Arizona nonprofit organization that prepares adults with disabilities for sustainable, integrated work opportunities through the provision of individualized support, training, and resources. The Arizona Pathway to Work Program Model is designed to provide individuals with disabilities opportunities for community inclusion through structured, goal-based programming.

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PATHWAY TO WORK

OUR MISSION

We are a nonprofit organization that prepares adults with developmental disabilities for sustainable, integrated work opportunities through the provision of individualized support, training, and resources.

OUR VALUES

Each individual holds worth and dignity, and should be afforded an equal chance to develop self-reliance and personal responsibility to function individually and as a member of society.

OUR GOALS

Promote employment outcomes consistent with an individual's talents, knowledge, and abilities.

Provide training for work and life skills.

Prepare participants for work experiences aligned with strengths, preferences, and interests.

Develop and coordinate resources to provide opportunities for integrated work experiences.

Educate the community and businesses regarding the mutual benefits of employing people with developmental disabilities.

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OUR MISSION We are a nonprofit organization that prepares adults with developmental disabilities for sustainable, integrated work opportunities through the provision of individualized support, training, and resources. OUR VALUES Each individual holds worth and dignity, and should be afforded an equal chance to develop self-reliance and personal responsibility to function individually and as a member of society.

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For more information on Mobility Management, please feel free to contact Billy Parker, Executive Director at wparker@cgarc.org

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Youth passes for Tempe Transit at no cost from July 1, 2023-June 30, 2024

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In this archive, you will find our collections of webinar recordings, brochures and other tools to support students who learn differently and their families. As new materials and event recordings are published, they will be made available here. We are excited to be able to share these items with you and hope they will assist students on the path to college success.

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Student Success – Beacon College — Office of Admissions & College Readiness

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ABOUT BEACON: Founded in 1989, Florida's Beacon College was the first institution of higher education in the nation to offer baccalaureate degrees for students who learn differently.

A PROGRAM OF BEACON COLLEGE

THE GOOD NEWS: More than ever before, students who learn differently are applying to and enrolling at four- year colleges and universities. And to support their retention and academic success, more schools now offer students greater services and accommodations. AND YET: According to the National Center for Learning Disabilities, fewer than 1 in 3 students who would most benefit from support services in college do not use them. Students who learn differently frequently struggle outside the classroom, too, finding it challenging to fit in, make friends, and manage the freedom and new structure of college life. As a result, fewer than 35% of students who learn differently currently graduate from college - not just in four, but in eight years.

ARMED WITH SELF-KNOWLEDGE AND PRACTICAL SKILLS PREPARATION - AND WITH THE SUPPORT AND ENGAGEMENT OF THEIR FAMILIES - STUDENTS WHO LEARN DIFFERENTLY CAN SUCCESSFULLY TRANSITION TO COLLEGE. THAT'S THE GOAL OF NAVIGATOR PREP.

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ABOUT BEACON: Founded in 1989, Florida's Beacon College was the first institution of higher education in the nation to offer baccalaureate degrees for students

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Project FOCUS (Focusing Opportunities with Community and University Support), in collaboration with the College of Education and Pima County public school districts, provides a unique post-high school transition opportunity for students (ages 18-21) with intellectual and/or developmental disabilities.

Project FOCUS provides access to the University of Arizona’s academic courses, community-based internships and campus life social events to increase students' independence, communication and employability.

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Project FOCUS (Focusing Opportunities with Community and University Support), in collaboration with the College of Education and Pima County public school districts, provides a unique post-high school transition opportunity for students (ages 18-21) with intellectual and/or developmental disabilities.

Project FOCUS provides access to the University of Arizona's academic courses, community-based internships and campus life social events to increase students' independence, communication and employability.

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Project FOCUS (Focusing Opportunities with Community and University Support), in collaboration with the College of Education and Pima County public school districts, provides a unique post-high school transition opportunity for students (ages 18-21) with intellectual and/or developmental disabilities.

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Think College AZ- for students with intellectual and developmental disabilities.

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Think College AZ- for students with intellectual and developmental disabilities.

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Think College AZ is a new collaborative of inclusive postsecondary education programs for students with intellectual and developmental disabilities. The Arizona Developmental Disabilities Planning Council is supporting efforts to grow and support more programs.

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Think College AZ is a new collaborative of inclusive postsecondary education programs for students with intellectual and developmental disabilities. The Arizona Developmental Disabilities Planning Council is supporting efforts to grow and support more programs.

A key component will be the development of a stakeholder advisory committee. If you are interested in being part of this initiative please complete the contact form below.

L.O.P.E.S. (Learning Opportunities for Participation and Engagement in School) Academy

The L.O.P.E.S. (Learning Opportunities for Participation and Engagement in School) Academy is a two-year, non-degree program for neurodiverse individuals. Participants attend the program twice a week for a total of 10 hours per week. There are various components of the program which include seven courses, social activities, lunch, chapel and workshops. After the first year and a half in the program the participants receive an internship on campus.

Supporting Inclusive Practices in Colleges (SIP-C)

The Supporting Inclusive Practices in Colleges Program (SIP-C) is a U.S. Department of Education grant-funded program with the mission of empowering individuals with intellectual disabilities to participate and thrive in higher education experiences. We work closely with local college campuses in northern Arizona to deliver personalized academic support services and resources. Dedicated educational coaches and peer mentors assist students and their families in "setting the bar high" for successful transitions into college. SIP-C supports individuals with intellectual disabilities who are interested in pursuing an advanced degree, certification, or credential in any field.

Project FOCUS (Focusing Opportunities with Community and University Support), in collaboration with the College of Education and Pima County public school districts, provides a unique post-high school transition opportunity for students (ages 18-21) with intellectual and/or developmental disabilities.

Project FOCUS provides access to the University of Arizona's academic courses, community-based internships and campus life social events to increase students' independence, communication and employability.

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Think College AZ is a new collaborative of inclusive postsecondary education programs for students with intellectual and developmental disabilities. The Arizona Developmental Disabilities Planning Council is supporting efforts to grow and support more programs. A key component will be the development of a stakeholder advisory committee.

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The Strategic Alternative Learning Techniques (SALT) Center 

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The Strategic Alternative Learning Techniques (SALT) Center 

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The Strategic Alternative Learning Techniques (SALT) Center is an academic support program that provides services to University of Arizona students with learning and attention challenges. Our innovative approach is recognized as one of the most successful at promoting student achievement in the university setting.

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Strategic Alternative Learning Techniques (SALT) Center | Maximizing success for students with learning and attention challenges

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For many students, college is a rite of passage; an opportunity to find yourself and become independent. As a world-class research university with more than 120 majors and over 500 student organizations, the University of Arizona offers the freedom to explore and grow.

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Supporting Inclusive Practices in Colleges (SIP-C)

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Supporting Inclusive Practices in Colleges (SIP-C)

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The Supporting Inclusive Practices in Colleges Program ( SIP-C) is a U.S. Department of Education grant-funded program with the mission of empowering individuals with intellectual disabilities to participate and thrive in higher education experiences. We work closely with local college campuses in northern Arizona to deliver personalized academic support services and resources. SIP-C supports individuals with intellectual disabilities who are interested in pursuing an advanced degree, certification, or credential in any field.

Our team engages directly with college-bound students to foster an atmosphere of inclusion. SIP-C students learn and engage with their non-disabled peers in inclusive academic settings. Each student is matched with an educational coach to create their individualized transition plan. Educational coaches offer support through every phrase of transition, beginning with enrolling in and funding college; pursuing appropriate and necessary on-campus services and resources; career preparation; and finding gainful employment opportunities.

Additionally, SIP-C students benefit from establishing relationships with peer mentors. Peer mentors are current college students interested in building connections with students with intellectual disabilities. SIP-C students attend a variety of campus events, participate in student clubs and intramural sports, and connect with each other several times a year to experience life as a college student in a fun and exciting way.

Our program partners with on-campus resources, such as TRiO, Student Affairs, and Disability Resources, to obtain current information about changes impacting students or to seek advice on matters specific to student's desires or needs. If you or someone you know would like to schedule an advising meeting with a campus coordinator in your area, please fill out the SIP-C interest form.

Community Partners
Arizona Developmental Disabilities Planning Council Transition and Postsecondary Programs for Students with Intellectual Disabilities Arizona Department of Economic Security - Division of Developmental Disabilities
Arizona Technology Access Program (AzTAP)
Arizona Rehabilitation Services: Statewide Vocational Rehabilitation
College Partners
Northern Arizona University Coconino Community College Mohave Community College Northland Pioneer College Arizona Western College

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The Supporting Inclusive Practices in Colleges Program (SIP-C) is a U.S. Department of Education grant-funded program with the mission of empowering individuals with intellectual disabilities to...

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EVIT-Adult Only Career Training Programs

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EVIT-Adult Only Career Training Programs

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Adult Education @ EVIT takes pride in offering our students the most affordable tuition rates for adult career training programs. Students who conduct a cost comparison with local public and private training institutions, rate EVIT the best return on their investment. We make it our mission to give back to our community by affording the workforce a cost effective opportunity to gain skills and get working!

EVIT offers several COE- accredited adult career training programs at the EVIT Main Campus. All program start dates, end dates, supply cost and tuition are available in the course catalog. Each adult career & technical education (CTE) program offers hands-on instruction with industry-approved equipment and leads to industry certifications.

COE-ACCREDITED ADULT CAREER TRAINING PROGRAMS:

EVIT ADULT CAREER TRAINING: BLENDED PROGRAMS

EVIT also offers adults the blended career training programs at both EVIT Main and EVIT Power campuses. These programs follow the traditional school calendar. They start in July and run through May. Students must select the AM or PM schedule.

EVIT AM Schedule, 8 am to 10:35 am

EVIT PM Schedule, 12 pm to 2:35 pm

Any individual that would like to enroll in an Adult program but does not have a high school diploma must enroll in a blended program. EVIT offers the High School Equivalency (HSE) course for concurrent enrolled students to prepare for the GED®.

Visit Azcentral for evit alumni highlights and program successes.

Adult Education @ EVIT is located at the Dr. A. Keith Crandell (Main) Campus. EVIT Main Campus Tours are available for adult career training programs. Tour dates are available on Tuesday and Thursdays at 9 a.m. and 1 p.m. and on Wednesdays at 4:30 p.m. Exact tour dates are available on the EVIT Campus Tours page. All tours require registration. Please register at https://bit.ly/startatevittours22

EVIT Adult Education shares information and highlights from our career training programs on social media. These accounts are in addition to our district partner, @evitnews. Please find the Adult Education Career Training social media accounts serving adults in Mesa, Apache Junction, Chandler, Gilbert, Tempe, Queen Creek, Scottsdale, Fountain Hills, and Phoenix-area in Arizona.

Adult Education @ EVIT is accredited by the Commission of the Council on Occupational Education and serves students age 18 and older across Phoenix and the East Valley in the areas of health care and nursing, industrial and commercial technology, human services and automotive technology. Programs provide hands-on training and required hours for students to be able to sit for certification exams once class is completed.

EVIT Adult Education is accredited by the
Commission of the Council on Occupational Education

Council on Occupational Education, 7840 Roswell Road, Building 300, Suite 324, Atlanta, GA 30350, Telephone: 770-396-3898/FAX: 770-396-3790, www.council.org.

This page was updated on 2.1.2023.

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Adult Education @ EVIT takes pride in offering our students the most affordable tuition rates for adult career training programs. Students who conduct a cost comparison with local public and private training institutions, rate EVIT the best return on their investment.

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EVIT-High School Programs offered throughout the day/ Adult Programs Available!

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EVIT-High School Programs offered throughout the day/ Adult Programs Available!

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EVIT does not discriminate on the basis of race, color, national origin, sex, disability, age, or sexual orientation in its programs or activities. CTE program offerings include: Arts, Audio/Video Technology & Communications; Auto & Transportation Services; Construction Technologies; Culinary Arts & Hospitality; Education; Engineering; Health Sciences; Human Services; Information Technology; Manufacturing Trades; and Public Safety. For a full listing of programs, go to evit.com/programs. The lack of English language skills will not be a barrier to admission and participation in EVIT CTE programs. The following employees have been designated to handle inquiries regarding non-discrimination policies: Title IX/Title VII/EEOC Coordinator, EVIT Superintendent, 1601 W. Main St., Mesa, AZ 85201 or call (480) 461-4000, or by email at [email protected]; Section 504/ADA Coordinator, Tony Niccum, STEPS, 1601 W. Main St., Mesa, AZ 85201, or call (480) 461-4154 or by email [email protected]

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Learn more about the high school and daytime career and technical education programs being offered at the East Valley Institute of Technology in Mesa, AZ. EVIT is a career training school district in the Phoenix East Valley high school students.

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An Inclusive Postsecondary Education Experience

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An Inclusive Postsecondary Education Experience

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As we know, college is not all about academics. In fact, the skills and experiences students gain outside the classroom is just as important for their development and independence.

As part of the L.O.P.E.S. Academy program, participants are able to dive deeper into the typical college experience based on their individual interests and skills. Here are some fun activities and opportunities participants can anticipate in our program:

L.O.P.E.S. Buddies: Each L.O.P.E.S. participant will be matched with a GCU student as a guide and support partner throughout the program. Depending on the participant's interests and needs, these mentors can serve as a lunch buddy, workout partner, academic tutor and/or event planner.

Chapel Events: GCU holds weekly chapel services for participants to come together to worship and hear from God's Word. Our Worship Team engages participants in music, and speakers from across campus and throughout the Phoenix area come to share truth as they teach from the Bible.

Clubs: GCU offers over 90 clubs and organizations with the goal of providing participants with an unforgettable college experience. We encourage all our Lopers to visit a club with their buddy.

Guest Speakers and Workshops: L.O.P.E.S. Academy will provide regular hands-on workshops and guest speakers to help participants learn about various topics, such as career exploration, health and wellness, life skills and more.

Sporting Events: If you love sports, GCU has something for every fan. From basketball and baseball, to soccer, swimming, tennis and volleyball, you can cheer on the GCU Lopes throughout the school year.

For successful participation in the L.O.P.E.S. Academy program, participants should:

1. Be between the ages of 18-27 years old when beginning the program.

2. Be open to a Christian academic environment.

3. Have a diagnosis of an intellectual and/or developmental disability with supporting IEP (Individual Education Plan) or MET (Multidisciplinary Evaluation Team evaluation) documentation.

4. Possess supporting documentation with diagnosis eligibility. For example, IEP (Individual Education Plan) or ISP (Individual Service Plan).

5. Have completed high school with a documented diploma, GED or attending a high school transition program with flexibility to attend the L.O.P.E.S. Academy.

6. Have the ability to independently address self-care and hygiene needs (e.g., toileting and eating).

7. Have the ability to self-administer and manage any medications.

8. Have the ability to follow GCU's student code of conduct policies, including self-regulation.

9. Demonstrate ability to independently use functional reading, writing and math skills.

10. Demonstrate the ability to independently follow multi-step verbal and/or written directions with minimal prompting.

11. Have active participation throughout the application process.

12. Have the ability to independently navigate the GCU campus using safety procedures with minimal supervision.

13. Demonstrate interest in obtaining independent employment.

14. Have the ability to maintain short-term-supported employment.

15. Have the ability to independently sustain an extended period of work (4-8 hours per shift).

16. Demonstrate an interest in finding personal purpose through academic, social and job skills development.

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As we know, college is not all about academics. In fact, the skills and experiences students gain outside the classroom is just as important for their development and independence. As part of the L.O.P.E.S. Academy program, participants are able to dive deeper into the typical college experience based on their individual interests and skills.

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Southwest Autism Research & Resource Center

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Southwest Autism Research & Resource Center

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Southwest Autism Research & Resource Center (SARRC)

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SARRC Home Page - Southwest Autism Research & Resource Center (SARRC)

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Providing a lifetime of supportfor children, teens and adults with autism and their families.Getting Started Discover What We Do DiagnosticServices Children’sServices Teen & AdultServices FamilyServices CommunityServices AutismResearch Questions? We’re here […]

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Navigating Autism in AZ - Autism Society of Greater Phoenix

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Things to know and do in Arizona if you or someone you love is affected by autism. Apply for services, find schools and support groups.

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Ages 8-17

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XCELL program for Adults with Down Syndrome 18+

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How we Help

All Ages

DSNetwork offers an array of programs to serve all age groups in the Down syndrome community. From newborns to adults, we are sure that you can find a program for your loved one with Down syndrome and family at DSNetwork Arizona.

Committed

Action Oriented

DSNetwork has been supporting people touched by Down syndrome since 2002. From the initial diagnosis through school-aged years and beyond, individuals with Down syndrome and their families face a wide range of challenges and find themselves immersed in an ever-changing, often complicated journey to learn how to best support and nurture their loved ones. We are action-oriented - always striving to improve the options and opportunities available for people with Down syndrome. We are committed to ensuring that all individuals with Down syndrome have the opportunity to fully participate in society. Down Syndrome Network helps every step of the way.

Access to informative resources, research and local and national organizations

RSVP for upcoming program activities and events

Volunteer, donate and support the scholarship fund

DSNetwork's strength come from 20 years of advocacy that champions equitable solutions to critical issues that impact our loved ones with Down syndrome. These solutions are created from a coalition of voices and perspectives that seek a better future for all of those touched by Down syndrome in Arizona.

Because of your support and action, DSNetwork successfully advocated in the AZ legislature to change state law A.R.S. § 36-551 so that Down syndrome becomes an eligible category under the Division of Developmental Disabilities (DDD). This change will reduce the burden on families in the first part of the eligibility process for DDD services.

Leveraging The Power

Of our collective voice

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All Ages Action Oriented Access to informative resources, research and local and national organizations RSVP for upcoming program activities and events Volunteer, donate and support the scholarship fund DSNetwork's strength come from 20 years of advocacy that champions equitable solutions to critical issues that impact our loved ones with Down syndrome.

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Introduction to HCT Becoming an HCT Self Advocate Getting Ready for HCT Changes in Insurance and Legal Rights

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What is Assistive Technology?

Assistive Technology (AT) includes thousands of products that enable persons with disabilities to be more productive and independent in daily activities. Assistive technology products range from simple to complex and can be used at home, work, school and in the community to reduce barriers and increase personal abilities.

At AzTAP, we assist persons with disabilities of all types and ages as well as family members, service providers, employers and the general public to become better educated about the value and use of assistive technology. Let AzTAP help you choose the right technology!

We offer a comprehensive set of programs and services including:

To schedule a consultation or learn more about our services contact us at 602-728-9534 / 1-800-477-9921 or email AskAzTAP@nau.edu.

Latest News

Videos

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The Arizona Technology Access Program Supporting Independence with Assistive Technology - AzTAP

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What is Assistive Technology? Assistive Technology (AT) includes thousands of products that enable persons with disabilities to be more productive and independent in daily activities. Assistive technology products range from simple to complex and can be used at home, work, school and in the community to reduce barriers and increase personal abilities. At AzTAP, we […]

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Self-Determination - Meaningful Careers - Inclusion - Safety - System Access

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Self-Determination - Meaningful Careers - Inclusion - Safety - System Access

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ADDPC | Arizona Development Disabilities Planning Council

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A staff of six assists the all-volunteer Arizona Developmental Disabilities Planning Council, which is made up of individuals with disabilities, family members, professional stakeholders and state agency representatives appointed by the Governor of Arizona. The 23-member Council meets at least four times a year to discuss issues and vote on which projects to support by allocating our federal funds.

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Check out or print the brand new Transition Resource Guide here! Ahora también disponible en español.

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The United States Social Security Administration | SSA

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Official website of the U.S. Social Security Administration.

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Vocational Rehabilitation | Arizona Department of Economic Security

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The Vocational Rehabilitation program provides a variety of services to persons with disabilities, with the ultimate goal to prepare for, enter into, or retain employment.

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Care 4 the Caregivers offers an informational space, an empowering environment, and programs and services that help families thrive.

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If you would like to track your progress while you work through Roadmaps or Fitness Routines register for an account for free.

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Get Expert Help

Ask an Arizona Work Incentive Consultant your questions about work and benefits.
1-866-304-WORK (9675)

A Work Incentive Consultant is a trained expert who can help you understand Social Security work incentives, disability benefit programs, and how they are impacted by work. Their goal is to help you transition to work and make a sustainable financial plan for your future.

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arizona disability benefits 101 db101 ssi ssdi social security medicare medicaid ahcccs eitc freedom to work health coverage aca obamacare healthcare.gov

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Use DB101's online benefits planning Estimators to get ready for a change in your work or benefits, or to learn how benefits rules might apply to you.