# data[].attributes.headline
School/LEA Self-Determination Needs Assessment 

# data[].attributes.subject
School/LEA Self-Determination Needs Assessment 

# data[].attributes.body
•Collaboration with teachers

•Student Self-Monitoring

•Functional Communication

•Postsecondary Transition Assessments

•Discussions with Students

•Direct Instruction

•Leadership Skills

•Making Choices

•Collaborating with students

# data[].attributes.headline
Why Is This Cake On Fire? Inviting Students Into the IEP Process

# data[].attributes.subject
Why Is This Cake On Fire? Inviting Students Into the IEP Process

# data[].attributes.headline
Self-Assessment Tool for Self-Determination & Self-Advocacy

# data[].attributes.subject
Self-Assessment Tool for Self-Determination & Self-Advocacy

# data[].attributes.body
The information from the self-determination self-assessment can be used to set goals annually for improving the opportunities to prepare students in the knowledge, beliefs and skills that will help them to be more self-determined. These goals may be at the personal, classroom, school and/or district levels.

# data[].attributes.headline
Postsecondary Transition Skills Mapping Tool -     A guide for K-12+ educators & parents to teach essential skills to students with disabilities for success in postsecondary settings.                           (to download this document, click on the document, then go to the 3 dots on the right side and select "download attachment")

# data[].attributes.subject
Postsecondary Transition Skills Mapping Tool -     A guide for K-12+ educators & parents to teach essential skills to students with disabilities for success in postsecondary settings.                           (to download this document, click on the document, then go to the 3 dots on the right side and select "download attachment")

# data[].attributes.headline
Transition Elevated- Utah Student Transition Planning App 

# data[].attributes.subject
Transition Elevated- Utah Student Transition Planning App 

# data[].attributes.body
Transition Elevated App- This app is designed to help Utah students, families, and educators participate in and enhance the transition planning process. As a Utah student with a disability who is 14 years or older, or a family member of a transition age student, this app can help prepare for the Individualized Education Program (IEP) meeting where transition planning will be discussed and the Postsecondary Transition

# data[].attributes.attachment_link.readable_text
The purpose of this website is to improve post-school outcomes for students with disabilities by providing a platform for sharing resources, information, and tools for collaboration and coordination of services for students, families, educators, and providers.

# data[].attributes.attachment_link.description
The purpose of this website is to improve post-school outcomes for students with disabilities by providing a platform for sharing resources, information, and tools for collaboration and coordination of services for students, families, educators, and providers.

# data[].attributes.body
This is a great activity for students to reflect on their self-determination in various settings. It's also useful for teachers as they incorporate strategies into their instruction.

We have a paper handout for this activity. You can also download it on your device.

# data[].attributes.body
These slides were created for the Canvas Course.

# data[].attributes.body
Recording

# data[].attributes.headline
Student-led IEP meeting, from the film "Garrett Shows: I'm in Charge"

# data[].attributes.subject
Student-led IEP meeting, from the film "Garrett Shows: I'm in Charge"

# data[].attributes.body
ConVal Regional High School supports postsecondary transition through internships, Special Olympics Unified Sports, inclusive education, student-led IEP meetings, family engagement, and a regular diploma track for students like Garrett with intellectual disabilities. See the full film, and three other films that show effective practices in postsecondary transition, at intelligentlives.org/transitionfilms.

# data[].attributes.attachment_link.title
Student-led IEP meeting, from the film "Garrett Shows: I'm in Charge"

# data[].attributes.attachment_link.description
ConVal Regional High School supports postsecondary transition through internships, Special Olympics Unified Sports, inclusive education, student-led IEP meetings, family engagement, and a regular diploma track for students like Garrett with intellectual disabilities. See the full film, and three other films that show effective practices in postsecondary transition, at https://intelligentlives.org/transitionfilms.

# data[].attributes.body
p. 58, table 3.1 Tips and strategies for culturally sustaining self-determination instruction:

# data[].attributes.headline
Self-Determined Learning Model of Instruction (SDLMI)

# data[].attributes.subject
Self-Determined Learning Model of Instruction (SDLMI)

# data[].attributes.body
The Self-Determined Learning Model of Instruction (SDLMI) is used by teachers to enable students to:

Set goals

Make choices and decisions

Develop plans to reach goals

Track progress toward goals

# data[].attributes.attachment_link.description
The Self-Determined Learning Model of Instruction (SDLMI) is used by teachers to enable students to: Set goals Make choices and decisions Develop plans to reach

# data[].attributes.body
Postsecondary Transition for Students with Disabilities

# data[].attributes.body
Some of the resources in this Padlet are from other states and may have items and components not applicable to Utah. Please keep this in mind as you examine the materials.

# data[].attributes.body
The “skills, knowledge, and beliefs needed to engage in goal-directed behaviors based on an understanding of one’s strengths, limitations, and self” (Field et al., 1998)

Self-Determined are individuals who:

act or cause things to happen as they set and work toward goals in their lives (Shogren, 2020) and who

make choices,

solve problems,

set goals,

evaluate options,

take initiative to reach one’s goals, and

accept consequences of one’s actions (Rowe et al., 2015).

Read more about Self-Determination (You may need to create a free account.)

# data[].attributes.body
One-Pager

Downloadable, fillable PDF file of the One-Pager - a tool to help others get to know the important things about the student.
See also an example of how the One-Pager is used.

# data[].attributes.attachment_link.readable_text
The Toolbox for Self-Determination is a resource for parents to learn more about self-determination. It walks parents through the ways they can help their child become self-determined, and shows examples of the One-Pager, Good Day Plan and Goal Plan templates that can be used to aid in self-determination.

# data[].attributes.attachment_link.description
The Toolbox for Self-Determination is a resource for parents to learn more about self-determination. It walks parents through the ways they can help their child become self-determined, and shows examples of the One-Pager, Good Day Plan and Goal Plan templates that can be used to aid in self-determination.

# data[].attributes.body
The I’m Determined project, a state-directed project funded by the Virginia Department of Education, focuses on providing direct instruction, models, and opportunities to practice skills associated with self-determined behavior. This project facilitates youth, especially those with disabilities to undertake a measure of control in their lives, helping to set and steer the course rather than remaining the silent passenger.

# data[].attributes.attachment_link.description
The I'm Determined project, a state directed project funded by the Virginia Department of Education, focuses on providing direct instruction, models, and opportunities to practice skills associated with self-determined behavior.

# data[].attributes.headline
Opening Doors to Self-Determination Skills

# data[].attributes.subject
Opening Doors to Self-Determination Skills

# data[].attributes.body
Includes a Time Line for Developing Self-Determination Skills

# data[].attributes.body
KANSAS UNIVERSITY CENTER
ON DEVELOPMENTAL DISABILITIES

# data[].attributes.attachment_link.description
What is Self-determination? "Being self-determined is about making things happen in your life." -- Dr. Karrie A. Shogren "Self-determined people know what they

# data[].attributes.body
Often self-determination and self-advocacy are used interchangeably, yet in education and many other disability and research disciplines, self-advocacy is one element of self-determination. Self-advocacy refers to an individual’s ability to effectively communicate, convey, negotiate or assert his/her own interests and/or desires. The development of self-advocacy skills should be started at an early age.  These skills will be needed in education, workplace and community settings (WINTAC, 2020).

Read more about self-advocacy. (You may need to create a free account.)

# data[].attributes.headline
Self-Determination, Self-Advocacy, Predictors and Post School Outcomes

# data[].attributes.subject
Self-Determination, Self-Advocacy, Predictors and Post School Outcomes

# data[].attributes.body
Predictors of Post School Success

What Are Predictors?

Research suggests youth with disabilities are less likely to experience positive outcomes compared to peers without disabilities. Identification of in-school predictors of postschool success can provide educators and vocational rehabilitation counselors with information to design, evaluate, and improve transition programs.

Included in the list of Predictors of Post School Success is self-determination/self-advocacy. Learn about Effective Practices Aligned with this Predictor

# data[].attributes.attachment_link.readable_text
Accessibility | Privacy Policy | Terms and Conditions

The contents of this website were developed under a grant (H326E200003) from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

# data[].attributes.attachment_link.description
You must be logged in to view this page.Please create an account or log in.

# data[].attributes.headline
Zarrow Institute on Transition & Self-Determination

# data[].attributes.subject
Zarrow Institute on Transition & Self-Determination

# data[].attributes.body
The Zarrow Institute on Transition and Self-Determination implements innovative research, puts findings into practice, and disseminates knowledge through high-quality products and professional development.

# data[].attributes.body
Instruction in self-advocacy is one of the five required Pre-Employment Transition Services of the 2014 Title IV, Amendments to the Rehabilitation Act of 1973 of the Workforce Innovation and Opportunity Act, PL 113-128 (29 USC 3101).

Instruction in self-advocacy (including instruction in person-centered planning), may include peer mentoring, and must be made available, in collaboration with local education agencies (LEAs), to all students with disabilities who need them, and are eligible or potentially eligible for VR services.

Read more about Instruction in Self-Advocacy.

# data[].attributes.headline
Skills that are the Focus Areas of Instruction in Self-Advocacy 

# data[].attributes.subject
Skills that are the Focus Areas of Instruction in Self-Advocacy 

# data[].attributes.body
Skills that are the Focus Areas of Instruction in Self-Advocacy as a Pre-Employment Transition Service include:

Disability disclosure

Disability understanding

Decision making (including supported decision making)

Effective communication (requesting help, assertiveness, listening)

Evaluating options

Goal setting and attainment

Identifying independence

Identifying, selecting, requesting, ...utilizing modifications

Intrinsic motivation

Leadership (personal and systemic)

Knowledge of rights and responsibilities

Problem solving

Progress monitoring

Self-awareness

Self-determination

Self-efficacy

Self-reflection

# data[].attributes.body
NOTE:  You will be asked to create a free account to access resources.
You can select from 14 postsecondary transition domains and filter further by what types, including no cost or fee based.
============
Finding the right transition assessments can be a challenge!

We’ve developed this database to help you locate relevant tools to inform transition planning. We’ve already gathered more than 100 assessments, searchable by the transition domains they address, the areas in which they focus, the approaches they use, the disabilities for which they were designed, the languages in which they are available, the persons who complete them, and the cost. In most cases, a particular assessment covers multiple domains and can be used with a wide variety of students.

# data[].attributes.attachment_link.title
Assessment Database - Transition Tennessee

# data[].attributes.attachment_link.description
Please log in to access free training videos, handouts, and tools for best practices in transition. If you're new to the site, it's free and easy to register to access all of these resources. Login Below Username or Email Password Remember Me

# data[].attributes.body
Provided by the Utah State Office of Rehabilitation

# data[].attributes.attachment_link.description
Pre-Employment Transition Services, also called "Pre-ETS," - offered to any student with a disability - aids students in exploring and planning for successful future employment, through targeted training in:

# data[].attributes.headline
Indiana Secondary Transition Resource Center

# data[].attributes.subject
Indiana Secondary Transition Resource Center

# data[].attributes.attachment_link.provider_name
Indiana Secondary Transition Resource Center

# data[].attributes.attachment_link.readable_text
Students who have demonstrated self-determination skills and abilities in high school often have more successful transition experiences-in employment, independent living, and/or postsecondary education. INSTRC staff have selected the following guides, tutorials, and resources to help transition teachers incorporate self-determination skill-building activities and experiences into their classrooms.

If you have questions or need additional information, contact us at instrc@indiana.edu or call 812-855-6508.

# data[].attributes.attachment_link.description
Students who have demonstrated self-determination skills and abilities in high school often have more successful transition experiences-in employment, independent living, and/or postsecondary education. INSTRC staff have selected the following guides, tutorials, and resources to help transition teachers incorporate self-determination skill-building activities and experiences into their classrooms. If you have questions or need additional information, contact us at instrc@indiana.edu or call 812-855-6508.

# data[].attributes.body
Also available in Spanish, and elementary version, here.
www.imdetermined.org

# data[].attributes.headline
YES! Center My Life, My Goals My Future Webinar 

# data[].attributes.subject
YES! Center My Life, My Goals My Future Webinar 

# data[].attributes.attachment_link.title
My Life, My Goals, My Future:Elevating the Student Self-Advocate Voice

# data[].attributes.body
Also available in Spanish, and elementary version, here.

# data[].attributes.body
Also available in Spanish, and elementary version, here.

# data[].attributes.headline
Self-Determination Resources by Mary Morningstar

# data[].attributes.subject
Self-Determination Resources by Mary Morningstar

# data[].attributes.body
Self-Determination - an online assessment

Developed by University of Kansas

Free

Student and Parent/Teacher versions

Designed for young people ages 13-22 with and without disabilities

Takes only 10 minutes to complete

Offers audio that reads the questions aloud and in-text definitions of words

# data[].attributes.headline
Transition Assessment and Goal Generator (TAGG) 

# data[].attributes.subject
Transition Assessment and Goal Generator (TAGG) 

# data[].attributes.body
Zarrow Institute on Transition and Self-Determination, University of Oklahoma

Purpose- To identify students’ strengths and needs and produce annual transition goals referenced to common core standards IEP teams may use for transition planning
Users- Secondary-aged students with mild to moderate disabilities who plan to attend postsecondary education and/or become competitively employed, their parents or guardians, and related special education professionals
Research-Based
Available in multiple languages and ASL
Online assessment (student, parent, teacher versions)
$3.00 per student
TAGG Constructs:
Strengths and Limits, Disability Awareness, Persistence, Interacting with Others, Goal Setting and Attainment, Employment, Student Involvement in IEP, Support Community

# data[].attributes.headline
Choice Maker Self-Determination Assessment 

# data[].attributes.subject
Choice Maker Self-Determination Assessment 

# data[].attributes.headline
Students with Complex Needs: Positive Personal Profile Explanation

# data[].attributes.subject
Students with Complex Needs: Positive Personal Profile Explanation

# data[].attributes.headline
Students with Complex Needs: Positive Personal Profile - Blank Form

# data[].attributes.subject
Students with Complex Needs: Positive Personal Profile - Blank Form

# data[].attributes.headline
Students with Complex Needs: Employment Supports & Preference Indicators 

# data[].attributes.subject
Students with Complex Needs: Employment Supports & Preference Indicators 

# data[].attributes.body
ZARROW CENTER (NO COST)
Guides to accessing information about the person’s preference, available on the Zarrow Center’s website
The Indicator Guides are not checklists, but are a guides to accessing information about the person’s preference. The items listed are intended to be used as cues or prompts to remind you about important subjects to bring up in your informal talks with the person.  These informal conversations can give you a base line of preferences from which to begin planning.

Applying the Personal Preference Indicators to Postsecondary Adult Living, Employment, and Education - PDF

Available in English and Spanish

# data[].attributes.body
Discovery is a person-centered approach to gather information about a student’s interests, skills, and supports:

in environments and activities where the student is at his or her best.

in order to discover who the person is rather than what he or she wants to do.

and utilizes existing information instead of information developed through typical evaluations.

Discovery as a Transition Assessment
This process uses interviews and observations to uncover the unique contributions, skills, and interests that a student can bring to a work experience and answers the questions:

Who is this student?

What contributions can the student make?

Where and when the student is at his or her best?

# data[].attributes.attachment_link.readable_text
What is Customized Employment?

A "win-win" strategy that meets the needs of employers and job seekers

Customized Employment (CE) became a part of federal law with the passage of the Workforce Innovation and Opportunity Act (WIOA) in 2014. Customized Employment is an approach to hiring, retention and return to work that matches a job seeker's strengths, the conditions under which they will be successful and their interests to the needs of an employer. It can bring people from diverse populations, including those with disabilities, into the workplace to contribute their talents to meet critical business needs. CE utilizes an individualized approach to employment planning and job development - one person at a time and one employer at a time. Because CE jobs are a good fit for the person and the employer, there is greater employee satisfaction and productivity, resulting in enhanced retention and profitability for employers.

Guided Group Discovery Resources

Guided Group Discovery lays the foundation for competitive integrated employment as a Universal Design that can benefit all job seekers. For some people, Guided Group Discovery leads to Customized Employment. For everyone, the process assists job seekers in identifying employment that would be a good fit both for them and an employer. Guided Group Discovery materials include a(n):

What is Customized Employment?

A "win-win" strategy that meets the needs of employers and job seekers

Customized Employment (CE) became a part of federal law with the passage of the Workforce Innovation and Opportunity Act (WIOA) in 2014. Customized Employment is an approach to hiring, retention and return to work that matches a job seeker's strengths, the conditions under which they will be successful and their interests to the needs of an employer. It can bring people from diverse populations, including those with disabilities, into the workplace to contribute their talents to meet critical business needs. CE utilizes an individualized approach to employment planning and job development - one person at a time and one employer at a time. Because CE jobs are a good fit for the person and the employer, there is greater employee satisfaction and productivity, resulting in enhanced retention and profitability for employers.

Guided Group Discovery Resources

Guided Group Discovery lays the foundation for competitive integrated employment as a Universal Design that can benefit all job seekers. For some people, Guided Group Discovery leads to Customized Employment. For everyone, the process assists job seekers in identifying employment that would be a good fit both for them and an employer. Guided Group Discovery materials include a(n):

Discovery and Customized Employment Resources of Interest

The following resources can help you promote Discovery and Customized Employment as a universal design approach within the workforce development system that enables youth and adults with disabilities to find and maintain employment.

# data[].attributes.attachment_link.title
Discovery & Customized Employment - National Disability Institute

# data[].attributes.attachment_link.description
National Disability Institute builds a better financial future for people with disabilities. Learn more on our “Discovery & Customized Employment” page.

# data[].attributes.headline
READY Tool: Readiness Evaluation of Transition to Adulthood for Deaf-Blind Youth

# data[].attributes.subject
READY Tool: Readiness Evaluation of Transition to Adulthood for Deaf-Blind Youth

# data[].attributes.body
There is a self-determination assessment section in this tool.

# data[].attributes.attachment_link.title
Transition Assessment | National Center on Deafblindness

# data[].attributes.attachment_link.description
Gather information on the student’s strengths, interests, and dreams for the future (e.g., use a person-centered planning process). Use this information and other relevant assessment findings to inform educational programming. Document in the IEP.

# data[].attributes.headline
Intelligent Lives List of Self-Determination Resources

# data[].attributes.subject
Intelligent Lives List of Self-Determination Resources

# data[].attributes.body
https://intelligentlives.org/resources/
(NOTE: Some of these items have been posted elsewhere in this Padlet.)

Self-determination

Inclusion Includes Belonging: How to Create and Sustain a Circle of Support

Author: Fialka Feldman, E., Fialka Feldman, M., & Fialka, J.

2018

Circle of Support

“I Can” and “I Did” – Self-Advocacy for Young Students With Developmental Disabilities

Author: Kleinert, J.O., Harrison, E.M., Fisher, T.L., & Kleinert, H.L.
Publisher: Council for Exceptional Children

2010

Self-Advocacy for Young Students

“Self-determination is what it’s all about”: What Post-secondary Students with Disabilities Tell us are Important Considerations for Success

Author: Thoma, C.A., & Getzel, E.E.
Publisher: Division on Developmental Disabilities

2005

Considerations for Success

A Social-Ecological Analysis of the Self-Determination Literature

Author: Shogren, K.A.
Publisher: AAIDD

2013

Analysis of Self-Determination Literature

Advising through Self-Determination: An Information Guide for Advisors

Author: Calkins, C.F., Beckmann, C., Gotto, G., Jackson, L., McCarthy, K., Peterson, J., Heller, T., & Collins, S.
Publisher: University of Missouri – Kansas City

2012

Advising through Self-Determination

Advocacy Toolkit for Self-Advocates

Author: National Down Syndrome Congress
Advocacy Toolkit

Causal Agency Theory: Reconceptualizing a Functional Model of Self-Determination

Author: Shogren, K.A., Wehmeyer, M.L., Palmer, S.B., & Forber-Pratt, A.J.
Publisher: University of Kansas
Causal Agency Theory

Chart Your Own Future: How Your Individualized Education Program (IEP) Can Help

Author: PACER Center

2015

Chart Your Own Future

Effect of Intervention With the Self-Determined Learning Model of Instruction on Access and Goal Attainment

Author: Shogren, K.A., Palmer, S.B., Wehmeyer, M.L., Williams-Diehm, K., Little, T.D.
Publisher: SAGE

2012

Self-Determined Learning Model of Instruction

Helping Students Develop Their IEPs [and] A Student’s Guide to the IEP

Author: Kupper, L.

2002

Special Education Programs (ED/OSERS)

How to Help Students Lead Their IEP Meetings

Author: Mason, C.Y., McGahee-Kovac, M., & Johnson, L.
Publisher: Council for Exceptional Children
Student IEP Meetings

I am Norm: Giving Voice to Youth

Author: I am Norm

2011

I am Norm

I’m Determined!

Publisher: Virginia Department of Education
I’m Determined!

IEP One-Pager Planning Tool

Author: Fialka, J., & Fialka Feldman, E.
Publisher: Inclusion Press

2016

IEP Planning Tool

Impact of the Self-Determined Learning Model of Instruction on Teacher Perceptions of Student Capacity and Opportunity for Self-Determination

Author: Shogren, K.A., Palmer, S.B., Wehmeyer, M.L., Plotner, A.J., & Paek Youngshil
Publisher: Education and Training in Autism and Developmental Disabilities

2014

Self-Determined Learning Model

Implementation of Self-Determination Activities and Student Participation in IEPs

Author: Mason, C., Field, S., & Sawilowsky, S.
Publisher: Council for Exceptional Children

2004

Self-Determination Activities

Increasing Teacher Awareness of Self-Determination

Author: Michali, Y.E.

2014

Increasing Teacher Awareness

Inspiring Possibilities: Sample Self-Advocacy Plan

Author: PACER’s National Parent Center on Transition and Employment

2015

Self-Advocacy Plan

Inspiring Possibilities: Your IEP Meeting: A Great Place to Practice Self-Advocacy Skills

Author: PACER’s National Parent Center on Transition and Employment

2015

Your IEP Meeting

Integrating “Youth Guided” and “Cultural and Linguistic Competence” Values Into Systems of Care

Author: Reid, R.
Publisher: Technical Assistance Partnership for Child and Family Mental Health

2011

Youth Guided Systems of Care

Making Action Plans: Student-Centered Transitional Planning

Publisher: Paul V. Sherlock Center, Rhode Island College

2001

Making Action Plans

Relationships Between Self-Determination and Postschool Outcomes for Youth With Disabilities

Author: Shogren, K.A., Wehmeyer, M.L., Palmer, S.B., Rifenbark, G.G., & Little, T.D.
Publisher: The Journal of Special Education

2015

Self-Determination Relationships

Resources on Self-Determination

Author: Wozniak, S.
Publisher: Lower Hudson Regional Special Education Technical Assistance Support Center

2016

Resources on Self-Determination

Student “Draft IEP” Interactive Tool

Author: Westchester Institute for Human Development

2021

Student “Draft IEP” Interactive Tool

The 411 on Disability Disclosure

Author: National Collaborative on Workforce and Disability for Youth
Publisher: Institute for Educational Leadership

2005

Disability Disclosure 411

The Youth Involvement Checklist

Author: Youth Move

2018

Youth Involvement Checklist

Transition in the 21st Century: Self-determination and Changing Understandings of Disability

Author: Wehmeyer, M.L., Beach, R., & Beach, M.
Publisher: University of Kansas
Transition in the 21st Century

Welcome to the Autistic Community!

Author: Autism NOW Center/ Autistic Self Advocacy Network
Austistic Community

What Works: Youth Empowerment

Author: National Center on Inclusive Education

2013

Youth Empowerment

# data[].attributes.attachment_link.readable_text
The need to determine whether a child is judged to have "subaverage intellectual functioning" is what triggers intelligence quotient (IQ) testing (also called "intelligence tests" or "cognitive assessments"). Learn more!

# data[].attributes.attachment_link.description
The need to determine whether a child is judged to have "subaverage intellectual functioning" is what triggers intelligence quotient (IQ) testing (also called "intelligence tests" or "cognitive assessments"). Learn more!

# data[].attributes.body
Includes self-determination/self-advocacy assessments

# data[].attributes.headline
Community Based Skills Assessment (no cost)

# data[].attributes.subject
Community Based Skills Assessment (no cost)

# data[].attributes.body
Using the community based assessment website, eight critical areas of functional life skills will be assessed:

Career path and employment, Self-determination/advocacy, Health and safety, Peer relationships, socialization and social communication, Community participation and personal finance, Transportation, Leisure/recreation, Home living skills.
Assesses Levels of Independence and Environmental skills.

# data[].attributes.body
There is a section on self-advocacy in this assessment.

A Guide to Assessing College Readiness

A 25 Question assessment to determine if a student is ready for the demands of college including:

Academic demands, self-advocacy, self-understanding, executive functioning, and motivation and confidence.

Scoring 80 percent or higher suggests a student is likely to succeed independently in a traditional college environment.

Scoring below 50 percent suggests a student is likely to struggle in a traditional college setting. For these students, specialized strategies and skills-building may be needed.

# data[].attributes.body
There is a section on self-advocacy in this assessment.

The purpose of this survey is to identify areas of need for high school students with disabilities planning to attend college. The scoring grid will provide a score for each section to help students identify specific areas of need. The Activity Guide provides suggested activities to help the students attain proficiency in each specific areas of need.

# data[].attributes.headline
Self-Advocacy and the Transition to College

# data[].attributes.subject
Self-Advocacy and the Transition to College

# data[].attributes.body
Self-Advocacy and the Transition to College
A Curriculum for Practitioners

NOTE: This was written in 2011 and some references to IDEA may be outdated. Remember to refer to Utah’s rules.

An eight-lesson curriculum designed to address the specific needs of students with disabilities entering college. The lessons focus on the skills associated with self-advocacy, which include:

• knowledge of their disability

• how it impacts their learning

• what accommodations are needed

• how to communicate those needs

• their rights and responsibilities under the law

Contains activities and reproducible materials.

# data[].attributes.body
411 on Disability Disclosure

This workbook is designed for youth and adults working with them to learn about disability disclosure and help them make informed decisions about whether or not to disclose their disability and understand by considering how that decision may impact their education, employment, and social lives. Based on the premise that disclosure is a very personal decision to be made by young people themselves, the workbook helps young people think about and practice disclosing their disability.

# data[].attributes.body
A Life for Me
(NOTE: This site contains information about Virginia Commonwealth University, but contains valuable information for any student with disabilities desiring to attend college.)

We live in neighborhoods in towns and cities of all sizes. Neighborhood roads connect a community. But, communities are more than roads and a zip code. Communities have schools, stores, places to eat and worship, and services for our health and safety. Communities should be where we have a sense of belonging. This site is intended to help you explore how to create connections in your community to meet people, plan places to live, work and volunteer during and after high school, and learn about services.

# data[].attributes.body
University of Alaska Center for Human Development

# data[].attributes.headline
Difabilities: A Self-Advocacy and IEP Curriculum for Students 

# data[].attributes.subject
Difabilities: A Self-Advocacy and IEP Curriculum for Students 

# data[].attributes.attachment_link.provider_name
Difabilities: A Self Advocacy and IEP Curriculum for Students

# data[].attributes.attachment_link.readable_text
Below are links to the material I have developed that are used as the curriculum to learning the IEP and Self-advocacy in my 8th grade class. Often times, most of my students do not know what their disabilities are, so we talk about the types and then have them investigate them. I have taught this at both the 8th grade level and 6/7th grade level. A few of the worksheets are modified for Middle School (MS) level, so watch for those. If you need any materials or information for teaching students about their disabilities, self-advocacy, or getting students to participate in their IEPs, feel free to contact me!

This plan should give you a general overview of what I do for each part of the curriculum. It also have some key starting notes at the beginning. Please feel free to email me to get clarification on anything. :)

**I apologize for the small print in this document. The NICHCY group is no longer active and this was the only document I had from them.

Unit Six (Optional): Learning Styles

This test is page 3-13 because page 1-2 are pages out of the blank IEP identifying parts.

I have included a few extra things that we do that are either class specific or state specific that you may be interested in modifying to make your own.

# data[].attributes.attachment_link.description
Below are links to the material I have developed that are used as the curriculum to learning the IEP and Self-advocacy in my 8th grade class. Often times, most of my students do not know what their disabilities are, so we talk about the types and then have them investigate them.

# data[].attributes.body
A Self-Advocacy Curriculum for Students with Autism Spectrum Disorder

# data[].attributes.body
Lessons for teaching Self-awareness & Self-advocacy

# data[].attributes.body
The ChoiceMaker Curriculum is Designed to Teach Students the Self-Determination Skills Needed to be Successful in Adult Life

# data[].attributes.attachment_link.description
Webinars Student Led IEP Resources YES! Center Two-Part Webinar Series Student-Led IEP Meetings, Part I: The Importance of Including Students in their

# data[].attributes.body
The eight Student-Directed Transition Planning (SDTP) lessons facilitate high school to adult life planning partnerships between students, their families, and educators. Educators use eight SDTP lessons to teach their students the knowledge needed to actively participate in their transition-focused IEP meetings

# data[].attributes.body
Whose Future Is It Anyway? helps prepare students for their IEP meetings and gain self-determination skills through six sections that contain 36 lesson sessions.

# data[].attributes.body
Unit 5: Self-Advocacy

A free transition portfolio tool for high school age youth with disabilities.

Designed to guide youth in exploring, identifying, and planning for their desired post-school goals.

This tool represents a compilation of activities and products showcasing each youth’s ongoing transition process. It is their individual story of who they are, where they have been, and where they are headed after high school.

# data[].attributes.body
Comparison of the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act (Section 504), & The Americans with Disabilities Act (ADA)

# data[].attributes.body
NOTE: You will need to create a free account to access the resources. You can filter your search by topic. You will want to choose "Instruction in Self-Advocacy" for related curriculum. You can filter for free and/or fee-based.

https://transitiontn.org/curriculum-database/
Finding appropriate curricula and lesson plans that cover areas related to transition for students with disabilities can be difficult. To make this easier, we’ve developed this database of curricula based on feedback we’ve received from providers and educators who work with transition-aged students.

# data[].attributes.headline
Age Appropriate Postsecondary Transition Assessment Toolkit 

# data[].attributes.subject
Age Appropriate Postsecondary Transition Assessment Toolkit 

# data[].attributes.body
National Technical Assistance Center on Transition the Collaborative (NTACT:C)

There is a section with assessments in self-determination.

# data[].attributes.headline
Preparing Youth to Exercise Self-Determination Quality Indicators....

# data[].attributes.subject
Preparing Youth to Exercise Self-Determination Quality Indicators....

# data[].attributes.body
Utah Children with Special Health Care Needs (CSHCN) is a part of the Utah Department of Health, Division of Family Health and Preparedness. Includes information and assessments for youth and families to use.

# data[].attributes.attachment_link.readable_text
If you haven't already done so,

Learn about your health condition, medications, and allergies.

Ask your health care provider questions about your health.

Ask your health care provider if and at what age they no longer care for young adults.

Learn about transition resources that are important for you.

Update your health information on your iPhone or Android smartphone.

Transition Resources

PDF for printing

Copyright © Got Transition®. Non-commercial use is permitted, but requires attribution to Got Transition for any use, copy, or adaption.
Got Transition (GotTransition.org) is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) (U1TMC31756). The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by HRSA, HHS, or the U.S. Government.

If you haven't already done so,

Find out what you know about your health, health care, and family medical history by completing the Got Transition's Transition Readiness Assessment.

Carry your own health insurance card and list of current medications.

Learn how to talk about your health conditions, what to do in case of an emergency, and create a plan.

Practice making a health care provider appointment and ordering prescription refills (either by phone, online, or through an app).

Begin to see your health care provider alone for part of the health care provider's visit to help gain independence in managing your health, health care, and review your transition readiness assessment during your appointment.

Update your health information on your iPhone or Android smartphone.

Transition Resources

PDF for printing

Copyright © Got Transition®. Non-commercial use is permitted, but requires attribution to Got Transition for any use, copy, or adaption.
Got Transition (GotTransition.org) is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) (U1TMC31756). The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by HRSA, HHS, or the U.S. Government.

If you haven't already done so,

Make appointments with your health care provider, see the health care provider alone for at least part of the visit to gain independence, ask the health care provider any questions you have, and refill medications.

the health care provider to talk with you about your privacy rights when you turn 18.

Work with your health care provider to make a medical history summary. Keep a copy for yourself.

Learn how to use electronic health records to manage your health and wellness.

Make sure another adult you trust has access to your health records.

Learn about consent for treatment and consent to share your health records

Before you turn 18 and become a legal adult, figure out if you will need legal guardianship and/or supported decision making to help with health care decisions.

Before you turn 18, speak with your parent/caregiver about the age you want to meet and transfer to a new health care provider for adult care.

Update your health information on your iPhone or Android smartphone.

Transition Resources

PDF for printing

Copyright © Got Transition®. Non-commercial use is permitted, but requires attribution to Got Transition for any use, copy, or adaption.
Got Transition (GotTransition.org) is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) (U1TMC31756). The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by HRSA, HHS, or the U.S. Government.

Things to consider:

You are a legal adult at age 18 and are legally responsible for your care unless other legal arrangements have been made. Parents/Caregivers cannot access your medical information or be in the health care provider's visit unless you give consent or a parent/caregiver has guardianship rights.

Learn how to use electronic health records to manage your health and wellness.

Make sure another adult you trust has access to your health records.

Obtain necessary consent so that the adult you trust can access your health records in an emergency.

Work with your current health care provider to find a new adult health care provider, if needed. Make sure that the new health care provider accepts your health insurance.

Update your medical history summary with your health care provider. Have your health care provider send the summary to your new adult health care provider. Keep a copy for yourself.

Call your new adult health care provider to schedule the first appointment. Make sure the new office has your medical information, contact information, and learn about the charges at the visit.

Learn if there are additional changes at 18 (for example: health insurance, Social Security Income) that affect you by reading the resources below or speaking to your care coordinator.

Consider establishing legal guardianship and/or supported decision making to help with health care decisions.

Update your health information on your iPhone or Android smartphone.

Transition Resources

PDF for printing

Copyright © Got Transition®. Non-commercial use is permitted, but requires attribution to Got Transition for any use, copy, or adaption.
Got Transition (GotTransition.org) is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) (U1TMC31756). The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by HRSA, HHS, or the U.S. Government.

# data[].attributes.attachment_link.keywords[]
critical congenital heart disease cchd utah ut pulse oximetry newborn bloodspot (heelstick) screening training

# data[].attributes.attachment_link.title
Utah CSHCN - Programs - Transition to Adulthood

# data[].attributes.attachment_link.description
To assure quality health care and related services for children and youth with special needs and their families throughout the State of Utah

# data[].attributes.body
Deafverse is a free, choose-your-own-adventure game for deaf students in high school or transition programs. The game encourages students to practice self-advocacy and self-determination skills to navigate access in simulated real-world settings. Educators, disability services professionals, and vocational rehabilitation counselors can use Deafverse in their instructional or resource planning.

# data[].attributes.attachment_link.description
#ChooseYourFuture What is Deafverse? Deafverse is a choose-your-own-adventure online game created just for deaf teenagers, where they can learn important skills for success in high school and beyond. Players get to make their own choices, stand up for themselves, build confidence, and develop skills that they can use in real life. The Deafverse team has […]

# data[].attributes.body
Brookes Publishing

"Packed with practical, research-validated guidance on explicitly teaching self-determination skills, this book helps educators support students in communicating their interests and needs, setting and reaching goals, and managing their own lives."

# data[].attributes.attachment_link.title
Self-Determination and Transition Planning Book

# data[].attributes.body
Sage Publishing

"Michael Wehmeyer, and Sharon Field present research-proven instructional strategies that empower special needs students at all grade levels to make their own decisions. Self-Determination offers detailed and current practitioner-oriented approaches within the context of inclusion, standards-based reform, and access to the general curriculum."