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Transition Assessments for Students with Complex Support Needs

NTACT Presentation

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Self-Advocacy & Self-Determination | Project10

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Digitability teaches work-ready skills to transition to independence.  We provide schools with differentiated lesson plans, an online platform, data reports, and teacher training.

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Digitability is used in special education classrooms to teach students with cognitive disabilities social & work-ready skills for the tech-driven workforce.

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College Guide for Students with Learning Disabilities

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College Guide for Students with Learning Disabilities

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An overview of the transition into college

A guide to college accommodations & assistive learning technology

Key strategies, resources, scholarships & more for students with learning disabilities

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Support for College Students With Learning Disabilities

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Only 17% of college students with learning disabilities take advantage of available resources on campus. Learn how to access the education you deserve.

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Corresponding Student Version

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Corresponding Student & Teacher Versions

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Find career, training and job search resources just for you! Sponsored by the U.S. Department of Labor.

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Washington State Department of Social & Health Services Life Skills Inventory Independent Living Skills Assessment Tool

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Standing Up for Me!

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The National Alliance for Secondary Education and Transition

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The National Alliance for Secondary Education and Transition

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This website has a lot of great information, but I especially like their free Transition Toolkit. It's all about how to help schools identify what students need to participate successfully in the community, post-secondary ed, meaningful employment and adult life, and includes a tools section with a few assessments and action plan templates.

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The National Alliance for Secondary Education and Transition (NASET) is a national voluntary coalition of more than 40 organizations and advocacy groups representing special education, general education, career and technical education, youth development, multicultural perspectives, and parents.

The goals of NASET are to:

Identify what youth need in order to achieve successful participation in postsecondary education and training, civic engagement, meaningful employment, and adult life; and

Prioritize and address significant issues of national scale that have an impact on the provision of effective secondary education and transition services and policies for all youth.

National Standards & Quality Indicators

NCSET's primary task has been to articulate national standards and quality indicators that serve to guide policy development and professional practice at both state and local levels. They are organized in to the following five content areas:

See Introduction to the National Standards & Indicators for more information.

Introduction to the Standards & Indicators

This PDF document introduces the full set of standards and indicators.

Transition Toolkit for Systems Improvement

This toolkit contains information and tools to provide a common and shared framework to help school systems and communities identify what youth need in order to achieve successful participation in postsecondary education and training, civic engagement, meaningful employment, and adult life. We see this framework as serving two important purposes:

Responding to requests from states, school districts, and service providers for information on:

Research-based practices, programs, and services; and

Benchmarks for effective secondary education and transition practices.

Addressing states' new responsibility to focus on accountability for each and every young person.

The Transition Toolkit (available in MS Word and PDF) contains the full set of standards and indicators as well as strategic planning tools designed to help states and school districts:

Better understand current operations;

Identify areas of strength, weakness, and opportunity;

Begin action for improving and scaling up systems; and

Assess progress.

See information about how states and local communities can use the NASET standards and indicators in strategic planning.

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NASET - National Alliance for Secondary Education and Transition

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The National Alliance for Secondary Education and Transition (NASET) is a national voluntary coalition of more than 40 organizations and advocacy groups representing special education, general education, career and technical education, youth development, multicultural perspectives, and parents.

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Transition and Postsecondary Programs for Students with Intellectual Disabilities 

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Transition and Postsecondary Programs for Students with Intellectual Disabilities 

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Comprehensive postsecondary transition (CPT) programs are programs offered in over 140 schools around the country that provide students with ID/DD an opportunity to learn career, academic, and independent living skills as they prepare for the future.

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Transition and Postsecondary Programs for Students with Intellectual Disabilities

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The Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) program provides grants to institutions of higher education or consortia of institutions of higher education to enable them to create or expand high quality, inclusive model comprehensive transition and pos…

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Jobs and Education for People with Disabilities

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Jobs and Education for People with Disabilities

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Many employers are leaving behind a lot of the stereotypes surrounding people with physical and intellectual disabilities and realizing that many of the special needs employees they work with are the most hard-working and dedicated employees they could ever hope to have on their teams. This resource helps a lot of people with disabilities connect with good job opportunities throughout the federal government.

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If you're looking for a job and have a disability, you might consider working for the federal government.

Advantages of Government Jobs for People with Disabilities

The federal government:

You can also apply for jobs through the competitive hiring process.

Finding and Applying for Federal Jobs

You can search and apply online for most jobs at USAJOBS.gov.

Apply for a Job Through an Agency

Contact the agency's Selective Placement Program Coordinator (SPPC) for help.

College Students and Recent Graduates with Disabilities

Find summer jobs, internships, and permanent positions through the Workforce Recruitment Program.

Veterans with Disabilities

Special hiring authorities let agencies appoint vets with service-connected disabilities to jobs.
Discrimination and Harassment at Your Job
If you are experiencing discrimination or harassment at your employer, first inform your manager or the human resources department. If neither help, use these government resources.

The Equal Employment Opportunity Commission (EEOC) enforces federal laws prohibiting employment discrimination.

Protections Included Under the Law

These laws protect employees and job applicants against:

Discrimination, harassment, and unfair treatment in the workplace by anyone because of:

Being denied reasonable workplace accommodations for a disability or religious beliefs

Retaliation because they:

How to File an Employment Discrimination Complaint

To file a complaint, contact your EEOC field office.

Many state and local governments have anti-discrimination laws. These laws may offer extra protection beyond federal law.

Some state laws:

Apply to businesses with only five or six employees

Prohibit discrimination based on whether you're married or have children

Have different deadlines for filing a charge

Have different standards for deciding whether you're covered

Many state laws have more protections for nursing mothers than federal law requires. State labor offices enforce these laws.

Filing a Lawsuit

If you're a victim of job discrimination or harassment, you can file a lawsuit. If the discrimination violates federal law, you must first file a charge with the EEOC. (This does not apply to cases of unequal pay between men and women.)

You may decide to sue if the EEOC cannot help you. In either case, look for an attorney who specializes in employment law. You can check with:

Not All Employers Are Subject to EEOC Laws

Only employers with a certain number of employees are subject to EEOC laws. The number of employees changes depending on the type of employer and the kind of discrimination alleged.

Businesses, state, and local governments must follow most EEOC laws if they have 15 or more employees.

Federal agencies must follow all EEOC laws, no matter how many employees they have.

Laws that the EEOC Enforces

Federal employment discrimination laws include:

What is Harassment?

Harassment is unwelcome conduct based on:

It can include:

Sexual harassment may include:

Unwelcome sexual advances

Requests for sexual favors

Other verbal or physical harassment of a sexual nature

Offensive remarks about a person's sex

Harassment becomes illegal when:

Protection from Retaliation

EEOC laws protect employees and job applicants from retaliation. For example, it's unlawful to punish people for:

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Jobs and Education for People with Disabilities | USAGov

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Learn about employment resources on how to find a government job and prepare for a job interview. You can also find information on employment laws and how to file a workplace harassment or discrimination complaint. Also, search educational programs for students with disabilities.

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National Parent Center on Transition and Employment

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National Parent Center on Transition and Employment

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The road to adulthood for youth with disabilities is filled with opportunity, and parents play a key role. This website encourages families to dream big about the future of their youth with disabilities. Success stories and useful strategies to help families and youth achieve their independent living, employment and post-secondary education goals are shared.

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Middle & High School Transition Planning

Middle & High School Transition Planning

Transition planning can begin many years before youth with disabilities graduate from high school. Find out about some of the early steps you can take.

Postsecondary Education

Postsecondary Education

Postsecondary education can open doors of possibilities for youth with disabilities. Learn about the differences between accessing accommodations in high school and college, as well as other important postsecondary information.

Employment

Employment

Employment is a crucial aspect of transition. This section contains resources on finding that first job, understanding what services are available to support employment, and helping youth advocate for themselves.

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National Parent Center on Transition and Employment

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The road to adulthood for youth with disabilities is filled with opportunity, and parents play a key role. PACER's National Parent Center on Transition and Employment is ready with the information families want, presented in a way families can use.

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Becoming an Adult: Deciding Where to Live

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Becoming an Adult: Deciding Where to Live

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This video shows and discusses the variety of residential programming available to people with disabilities in the adult world and offers information on how to make sure young adults are registered with the right services in their state.

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Becoming an Adult: Deciding Where to Live

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Self-advocacy gives students with learning disabilities the confidence to ask for the tools they need to be successful in the real world. This Self-Determination video will provide parents with a foundation of how to teach self-advocacy skills to their son or daughter.

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Parents Teaching Self-Advocacy Skills: Helping Your Child Toward Self-Determination

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This school district encourages all students to be a part of their IEP meetings. They provide direct instruction to the students on their disability, learning style, accommodations, modification, and goals. Each student is given opportunities to practice or role-play their participation in their IEP meeting. Through this participation, the student has the opportunity to practice many skills that will help facilitate their independence, their ability to overcome obstacles, and their ability to lead more self-determined lives.

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This article gives insight into some curriculum mterials that are available to help high school students with special needs transition into adulthood after graduation.

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Two years ago, my oldest son graduated from high school. I watched proudly as he used his self-determination skills to choose a major and enroll at a college that was an eight-hour drive from home. I stood back and watched . . . as he failed miserably. He returned home after just one semester at college.

While this failure felt terrible at the time, it ended up being the driving force behind the creation of a new high school transition program for students with mild to moderate disabilities.

My son has had an Individualized Education Program (IEP) since second grade. He's a super smart kid, cursed with my executive functioning challenges and ADHD. I thought he was well-prepared for the transition to life after high school, but soon realized I was wrong. So wrong.

I should have known things were going south when my son told me he wasn't going to apply for assistance in college (students with IEPs in high school can usually get services in college, too). I encouraged him to change his mind but, instead, he said, "It's time for me to write this chapter, Mom." In other words, he was tired of everyone being up in his business. He wanted to go it alone.

There were other warning signs. He stopped taking the medication that helped him concentrate. I knew, because the monthly withdrawal for his prescription from my checking account stopped. His communications with me became more infrequent. When I saw some of his friends around town, they mentioned they were actively playing video games with him online. When he left home, I had proudly noted that he hadn't taken his gaming console with him. I found out later that he had simply switched to playing games using his computer. That kid was crafty.

The laws change when a student with disabilities turns 18. Legally, I couldn't get information about him from the college unless I was prepared to go to court. I tried not to pry, but when you're footing the bill, it's reasonable to wonder how your investment is doing.

Finally, two months into his college adventure, my son told me that it wasn't working out and he was going to drop out. I was devastated but not surprised.
Transition Stories
I am not alone. Many parents of students with IEPs have experienced similar frustrations with the transition process after high school and with the progress of their children.

For example, James* has a 20-year-old daughter named Christina, who has severe cognitive delays. Christina will age out of the school supports she receives next year on her 21st birthday. Despite this upcoming deadline, Christina has never worked a paying job. The work program that her school has enrolled her in is a "job sampling" program, which lets her try out a variety of jobs for just FOUR HOURS PER WEEK. So far, she's worked in a retail store, a pet supply store, and now for a resort in housekeeping. None of these jobs have offered paid employment. James wants to see his daughter living on her own, in a group home and earning money to help support herself. After all, he says, "I won't be around forever and then who will take care of her? The state? Yeah, right."

Tom, another parent I know, was so frustrated with the employment options available to his son with Autism Spectrum Disorder (ASD) that he and a business partner bought an old furniture warehouse, then designed a program for their son and other young adults like him. Now, close to 20 students from the local school district have meaningful, inclusive, paid employment assembling and packing materials for a variety of companies.
The Statistics
Of course, not everyone has the resources to find places for their kids to work, or to buy a warehouse to create a program. By law, students are supposed to start transition planning in high school at age 14 or 16 (depending on the state). This happens, but to varying degrees. There are no national transition standards and the metrics on whether kids are successful in their post-school lives vary almost as much as the kids themselves. Further complicating things is that the fact that way a school decides whether a student is prepared for life after high school depends on completely different sets of metrics. For example, some high schools have alternate high school diploma programs.

In the United States, outcomes for young adults with disabilities after high school are not favorable. According to the National Center for Special Education Research:

Graphic: ONEder. Data: National Center for Special Education Research.

There is hope, however, for individuals with disabilities to live meaningful and engaged lives after high school. According to the National Council on Disability (NCD), "It takes more than a special education teacher or a transition specialist to improve these practices-it takes the entire school community." NCD research outlines several practices shown to improve outcomes for the over six million students nationwide with disabilities. These evidence-based practices include:

Graphic: ONEder. Data: National Council on Disability.

ONEder Academy
More Resources from ONEder

Like other parents, I was frustrated for my oldest son. And I worried about my youngest son, who also had an IEP, and was only a year behind him. Not to mention the concern I felt for other students with disabilities who didn't have the kind of support networks my kids have!

I looked for school-based programs, but my sons were considered too "high functioning" for life skills classes or job prep classes. I looked for other courses they might take, but most of the transition programming looked like it was from 1950 and was focused primarily on specific job skills: How to stack shelves, How to clean a toilet, How to dust.... I wanted more of a people skills focus for my sons, and others like them. But there weren't many options.

After searching fruitlessly for a way to make a difference, I collaborated with a team of professionals at ONEder to create a high school transition program for students with mild to moderate disabilities. ONEder Academy's transition curriculum focuses on the soft skills all students need to be successful as they transition to life after high school, organized into eight courses:

Every course is aligned to standards and a research-based outcome. And they include real life scenarios-many of which came from the experiences of my sons or my friends' children-not some theory with no basis in reality.

My oldest son is doing better. He has a full-time job and his own apartment with a group of friends. He's still not sure about college, but I'm enjoying his employee discount at a coffee shop while he figures it out. We will see how my younger son's transition goes this fall when he starts college at a nearby state school in a program designed to help kids with IEPs get the support they need to be successful. I'm hopeful, because for us, transition isn't just our passion; it's personal.
*No real names are used in this article to protect the identity of the students.

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A New Curriculum Helps Students With Disabilities Transition to Life After High School - EdSurge News

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Two years ago, my oldest son graduated from high school. I watched proudly as he used his self-determination skills to choose a major and enroll at a college that was an eight-hour drive from home. I stood back and watched . . . as he failed miserably.

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This resource allows students with all types of disabilites know how to become involved with college services, clubs, and school resources.

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Intellectual & Developmental Disabilities, Learning Disabilities

According to the American Association on Intellectual and Developmental Disabilities (AAIDD), intellectual disability is characterized by limitations in reasoning, learning, problem solving and adaptive behavior. Adaptive behavior includes social and practical living skills. Intellectual disabilities fall under the umbrella of developmental disabilities. Learning disabilities are neurologically-based and lead to processing issues that can affect organization, time management, memory, attention span. Learning disabilities and intellectual disabilities are not the same thing, but some of the resources that can help with intellectual disabilities can also help with learning disabilities, particularly campus-based resources.

Autism

Autism spectrum disorder (ASD) falls under the umbrella of developmental disabilities, but some crucial resources are specifically tailored for people with ASD. A diagnosis of ASD is usually made at an early age, and people with ASD may experience social interaction difficulties, repetitive behaviors, and issues with verbal and nonverbal communication. People with autism attend and graduate from college, and more colleges are recognizing and implementing ways to help these students be successful.

ADD/ADHD

The National Institute of Mental Health (NIMH) characterizes ADD/ADHD as a brain disorder marked by inattention, hyperactivity and impulsivity. College students with untreated ADD or ADHD may have trouble getting organized, staying on task, paying attention in lectures or missing details in school assignments. There is no cure, but treatments such as medication, education, training and psychotherapy can help manage and reduce symptoms and improve functioning in trouble areas.

Speech & Language Disabilities and Disorders

People with speech disorders or disabilities have difficulty producing speech sounds correctly or fluently and may also have voice problems. Some speech disorders include stuttering, articulation and pronunciation. Language disorders include trouble understanding other people when they are speaking or difficulty sharing thoughts through speaking. According to the American Speech-Language-Hearing Association, speech and language disorders can result due to an accident or illness, or they have no known origin.

Students Who are Deaf or Hard-of-Hearing

The National Association of the Deaf characterizes "deaf" as experiencing the audiological condition of not hearing, while hard-of-hearing customarily denotes a mild-to-moderate hearing loss or can also include a person who doesn't have or want "cultural affiliation with the Deaf community." Members of the Deaf community share a common culture and language, which is American Sign Language (ASL). A person who identifies as "deaf" may not also identify as "Deaf," though both groups have the condition of not hearing. Deaf is not considered a disorder or disability, but colleges do offer resources for students who are members of the Deaf community and those who are deaf or hard-of-hearing.

Visually Impaired

People with visual impairments may experience low visual acuity or blindness. Visual impairment may range from moderate loss of vision to total blindness.

Campus Help

Student Organizations Providing Guide Dogs

Example: Texas A&M University in College Station has an innovative puppy-raising student organization that trains guide dogs for visually impaired students.

Physical & General Disabilities

Physical disabilities are characterized as congenital or acquired physical or motor impairments. Gross motor skills or fine motor skills may be affected. College students living with physical or other disabilities require a wide range of services.

While federal mandates concerning the rights of students with disabilities were first introduced by the Rehabilitation Act of 1973, the number of these learners attending postsecondary institutions started to surge after the passage of the Individuals with Individuals with Disabilities Education Act of 2004. By mandating that higher education be a goal for all students and requiring states to report the number of learners with disabilities enrolling in postsecondary education within one year of graduation, states and institutions are working diligently to ensure this population continues their educations.

The Rehabilitation Act of 1973

Section 504 specifically supports students with disabilities by requiring any academic institution receiving federal funding to provide benefits, services and opportunities that are equitable for all students. Students qualifying under this act are defined as having a physical or mental impairments that limit their major life activities, including any psychological disorder or condition, cosmetic disfigurement, or any "anatomical loss affecting one or more of the following body systems:

Neurological

Musculoskeletal

Special sense organs

Respiratory

Speech organs

Cardiovascular

Reproductive

Digestive

Genito-urinary

Hemic and lymphatic

Endocrine

Americans with Disabilities Act

Introduced in 1990, Title II of the ADA protects students enrolled at public institutions from being discriminated against based on a disability, while Title III protects students at private institutions that provide any examinations or courses dealing with educational and occupational certification. Title III also stipulates that colleges and universities must provide environments and services that are accessible to all students.

Disability Rights Education & Defense Fund

Organized in 1979 by individuals with disabilities and parents of those with disabilities, DREDF has worked tirelessly to advocate for the civil and human rights of this population via education, legislative development, public policy initiatives, and training. Over the years the group has successfully prevented the deregulation of Section 504, helped create major legislation furthering the rights of individuals with disabilities, and fought high-level discrimination cases.

Individuals with Disabilities Education Act

IDEA primarily serves students who are still in grade school to ensure they have access to appropriate free education, but the Act's secondary transition requirements have greatly increased the number of students with disabilities heading off to higher education. Within Individual Education Programs (IEP), students turning 16 must have measurable goals for their postsecondary experience and the provision of transition services - which includes courses of study - to help them reach their goals.

College Disability Accommodations

Once a student gets to college, it's their responsibility to disclose any disabilities and to provide documentation to the office of disability services. It's also up to learners to self-identify as a student with a disability to their professors and refer them to disability services to verify this information. Some of the accommodations a student can expect to receive are outlined below.

Anne Marie Dobies is the Assistant Vice President of the Griff Center for Academic Engagement at Canisius College in Buffalo, New York. Prior to her current role, Dobies served as the director of the college's Office of Disability Support Services, a position which she now oversees.

How can students with disabilities best learn about services available to them both at their college and in the local community?

It is important for individuals to have a clear understanding of their own disability and how it impacts them daily. Students should work with their school counselors to determine the right fit; search the web and explore all the different options that are available; attend college fairs and community events to discuss majors, academic program, and resources; and visit with the service providers at different colleges to determine if you can find academic success. It comes down to academic programs and if the college is the right fit for you.

What should students know about their rights and responsibilities as someone with a disability?

The laws shift after graduation of high school, so it is important that individuals know how academic and non-academic accommodations are accessed at the postsecondary level. Self-advocacy is the foundation to knowing your rights and responsibilities, and students should not be afraid to ask questions and seek assistance.

Having spent so long working with and empowering this student population, what advice do you have to high school students and their families considering their postsecondary options?

1. Be the expert.
Look at the accommodations that have worked for you in the past and make sure that the college or university that you choose can address these needs.

2. Be the cheerleader.
Know that you have great strengths. Seek out opportunities to help build upon these strengths.

3. Be part of the team.
Remember that you are not alone. There are great support systems in place at many colleges that can help guide you and support you along your journey.

4. Be a Spokesperson.
Remember that effective communication with support service providers and faculty is key to your success.

5. Be Flexible.
Organization and time management are two skills not developed overnight and are continually changing depending on class schedules, extracurriculars, busy semesters, and myriad other factors.

Take a Disability Advocate Training Course

Understood provides excellent resources for individuals who want to receive training on being an advocate for individuals with disabilities.

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Find Campus & Community Support for Students With Disabilities

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According to the American Association on Intellectual and Developmental Disabilities (AAIDD), intellectual disability is characterized by limitations in reasoning, learning, problem solving and adaptive behavior. Adaptive behavior includes social and practical living skills. Intellectual disabilities fall under the umbrella of developmental disabilities.

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This guide helps give insight to how to begin the process of getting a job for any individual with special needs. It tells you where to start, where to contact people, and how to complete job applications.

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There are many careers available for students with special needs. The right education and resources can open the door of opportunity.

Find Careers Available for Students with Special Needs

Finding careers available for students with special needs is a great first step to determining a career path. The trick is finding a niche for the student that uses his or her skills and strengths. Many resources are available to help counselors, educators and parents find careers for people with special needs.

Related Articles

Start in School

Students in the United States who have special needs have Individual Education Plans (IEP) put into place that outline specific educational goals, and methods used to reach them as well as methods of evaluation. Transition plans can begin when the student is 13 years old, and career placement is often a major area of concern. Often, careers available for students with special needs arise out of programs that merge education, training and employment.

According to the publication, Special Needs Students in Career and Technical Education, students can enter work-based education programs that teach them practical skills they would use on the job. The work-based program is suitable for all students, whether they have special needs or not.

Program areas typically include:

Agriculture

Business technology

Health science

Family and consumer science

Marketing

Technology engineering

Trades

Industrial

Finding Jobs for Students with Special Needs

Some resources can help you find jobs for student with special needs in addition to providing guidance for the student's transition plan and educational institution.

ACTE Job Bank

The Association for Career and Technical Education (ACTE) is a national organization that prepares students and young adults for careers. The association has a Job Bank that allows visitors to create free accounts, post resumes, and view jobs.

United States Department of Labor

The United States Department of Labor is an excellent resource for people with disabilities looking for employment. The Disability Resource Job Search that provides information about contacting state liaisons that can connect job seekers with opportunities.

Also available through the Department of Labor is Job Links, which lists employers that are interested in recruiting individuals with disabilities. Job Links includes employment opportunities in Canada as well as the United States.

The U.S. Department of Labor's One Stop Information for individuals with disabilities is literally a one-stop resource for students with special needs looking for employment. Among the resources listed is Career One Stop. Career One Stop is sponsored by the U.S. Department of Labor. The site has a State Job Bank that allows visitors to look for job opportunities in their area.

Just One Break, Inc.

Just One Break, Inc. is an excellent resource that serves as a liaison between job seekers and employers looking to integrate individuals with disabilities into the workplace. The site allows visitors to:

Post their resumes in the National Resume Database

Search for jobs

Find local resources

Find career events

Browse internships

Social Security's Work Site

Social Security Online features The Work Site, a place where visitors receiving Social Security can enter the Ticket to Work Program. This program allows beneficiaries to use their tickets in a number of ways.

Employment services

Vocational rehabilitation

Other services that can help the person find employment

Information is also available about Work Incentives Planning and Assistance.

Pathfiinders

Pathfinders is located in the Washington, D.C. area, but it services people internationally. Though the organization does not specialize in helping people with special needs, it does have excellent tools for helping people of different abilities find their ideal career paths. Path Finders offers:

Aptitude Testing Center that helps visitors determine which careers suit them best based on their skills and talents

Career Resource Center that offers advice and information for job seekers

Gainful Employment

Some educational institutions are more than willing to help parents and educators find jobs for students who are going to enter the workforce. The U.S. Department of Labor is among the most valuable resources available to students with special needs who are looking for work.

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Careers Available for Students with Special Needs | LoveToKnow

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There are many careers available for students with special needs. The right education and resources can open the door of opportunity. Finding careers available for students with special needs is a great first step to determining a career path. The trick is finding a niche for the student that uses his or her skills and strengths.

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Being a parent of a child with a disability can require many responsibilites and action plans. Its important that parents who have a student with special needs participate in questionairres that help strengthen research.

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An independent life in general is a diffficult task that adults will face. This resource takes an individual with special needs through different steps on how ti live a life of independence safely and effectively.

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The transition into adulthood can be quite different for everyone, but nevertheless, still challenging. Waking up and noticing changes to your own body is a difficult time for any child growing up. Now, on top of that, imagine making that same transition with a disability.

Facing the real world

For most of us high school is the time of our lives. We get to see our friends everyday, 3 months off during the year, and the only thing we have to worry about is homework and if our crush likes us back. Being a teenager, it is only natural to focus on the things that make you happy, but did anyone ever stop to think about the other types of kids in high school? The ones who struggled or had it more difficult than everyone else. Not many people think much about it, so don't feel bad. Having a disability means a lot of things and while you're in school you can receive special education tailored to the specific disability. This is really great... until you wonder what happens after they are no longer in the school system. The reality is, this special education doesn't help them prepare for adulthood or living on their own after high school. After they exceed the age limit, which in most states is 22, a lot of people lose their support services. For example, the service could be their pediatric therapies are terminated.

What happens next?

After high school the average person will either go to college or go straight to working. Then, they will proceed on with their normal lives. But, For people with disabilities it's not so simple. In 2014, a poll was taken of people 25 and older to determine the percentage of people with disabilities who have completed at least a bachelor's degree. According to the Bureau of Labor Statistics only 16.4% received a bachelor's degree. After that, 25.5% received some college or an associate's degree, 36.8% received a high school diploma and no college, and 21.3% received less than a high school education. These percentages are extremely low compared to the average person. This makes it more than difficult for these young adults to find jobs, or even live an independent lifestyle. Not to mention that on top of their daily struggles they go through the constant discrimination, dirty looks, and feeling as if they're slowing the people around them down. Could you imagine what that life is even like?

A life of independence

You may now be wondering how someone with a disability could manage any sense of in-dependency. It's not easy and sometimes, not possible. There are numerous reasons on top of being under-prepared by education on why it is incredibly difficult for someone to live on their own. These reasons could be that the family member or caregiver simply lacks the easily accessible comprehensive up-to-date resources, options and possibilities. Or, something that is out of their control would be that the funding is extremely scarce. It could also be something as simple as the person has spent too much time with their caregiver or family member. This is extremely typical because someone with a disability doesn't have personal control of access to transportation or personal assistance. This also results in them having no experience in a social life, making it extremely difficult for someone to pursue a friendship or relationship. In spite of that, listed below are just a few options for a disabled person to begin living independently.

Speak to your physician about local support groups

Seek employment or volunteer opportunities

Practice good health and nutrition/ remain active

Join in on community activities

Caring for a pet

We believe everyone can have an independent lifestyle. If you or a family member is struggling, remember no one is ever alone. The best thing to do first is contact your physician to see if they recommend any first steps to being independent. After that, give some of our tips a try!

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Adjusting to Challenges of Being a Young Adult with Disabilities

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The transition into adulthood can be quite different for everyone, but nevertheless, still challenging. Waking up and noticing changes to your own body is a difficult time for any child growing up. Now, on top of that, imagine making that same transition with a disability.

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Self-advocacy is such an important factor that all individuals should develop throughout their lifetime. This resource tells experiences of other families and individuals that have seen strategies work with helping an individual with special needs self-advocate for themselves.

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Home for Adults with Intellectual and Developmental Disabilities

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Stephen's Place focuses on family and community.

We partner with families to provide a loving, supportive adult care home for adults with developmental disabilities. Our unique approach is to create a safe, active and healthy environment that is rich in community interaction and family involvement. We are committed to providing a beautiful space for our residents to thrive - to make friends, work, play, volunteer and enjoy life.

What Sets Us Apart?

The challenge for many families seeking out a care home for developmentally disabled adults is knowing what to look for. Here are a few reasons Stephen's Place stands out as a leader in the developmentally disabled adult care home community.

The mission and tireless efforts of this foundation directly support medical research for the diagnosis and treatment of cancer and to enhance the lives of adults with developmental disabilities.

Community Engagement, Employment and Volunteer Opportunities

We are proud to be engaged in a community that supports our mission and encourages our residents living with developmental disabilities to experience independence through employment and volunteer opportunities. You will see our valued residents volunteering at local animal shelters, schools, coffee shops, hospital cafeterias and Habitat for Humanity.

We believe relationship-based care provides our caregivers with a deeper understanding of each resident's needs and conditions and allows for the most intentional and personalized care. An on-site licensed nurse is available 24/7 to provide regular medication reviews for early detection and proactive medical care. Stephen's Place staff are not only the most skilled in their fields, they are committed to the residents they serve.

Our unique programming allows residents to experience independence in a dynamic and fun way. From job coaching, volunteering and budgeting to music classes, movie nights, dance parties and monthly fitness challenges, we encourage our residents to experience the fullness of life in every way possible.

Our site boasts a beautiful, interactive and inviting outdoor space.

The private courtyard, screened-in porch and covered sitting areas give our residents the opportunity to enjoy the outdoors year around. Our custom-made greenhouse allows the cultivation of fresh vegetables and herbs that are used in our kitchen and served in our meals.

Click through our gallery to catch a glimpse of the beautiful space we've created for our residents.

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Home for Adults with Special Needs in Vancouver WA-Stephen's Place

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We partner with families to provide a loving, supportive adult care home for adults with developmental disabilities. Our unique approach is to create a safe, active and healthy environment that is rich in community interaction and family involvement. We are committed to providing a beautiful space for our residents to thrive - to make friends, work, play, volunteer and enjoy life.

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Schools and school districts encourage students to self-direct their IEP meetings. This guide will take an individual through differnt steps on how to direct and advocate throughout their own IEP meetings.

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https://www.ou.edu/education/centers-and-partnerships/zarrow/transition-education-materials/student-directed-transition-planning

This website has modules and assessments that provides information and training for student directed transition planning.

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https://www.pacer.org/transition/learning-center/postsecondary/

Resource for families/parents to prepare for transitioning.

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https://www.pacer.org/transition/learning-center/employment/

Again, another resource for families/parents.

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https://www.cde.ca.gov/sp/se/st/independentliving.asp
Specific to California, offers links to independent living supports, independent living checklists, and more.