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https://www.uhcl.edu/autism-center/speaker-series/

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Important COVID-19 Update

In accordance to the CDC's recommendation for social distancing, our 2021-2022 Speakers Series will begin in a virtual format! However, we may resume in-person presentations prior to the of the series. In addition, a video recording of each presentation will be available on the Autism Center Facebook page within days after each presentation.
For university and health alert updates related to Coronavirus (COVID-19), please visit the UHCL Health Alert webpage.
Additional Support for Families, Teachers, and Professionals

If you are a parent, teacher, or professional who wants more information about how best to help individuals with autism and other developmental disabilities, the topics covered in the Autism Speaker Series can provide you with additional knowledge and guidelines for assessing and treating behavioral difficulties.

The Autism Speaker Series is a free, monthly lecture provided by third-year graduate students in UHCL's behavior analysis program and invited speakers from the community. Lectures are open to the public! After each lecture, a video of the presentation will be posted to our CADD Facebook page.

Upcoming Presentations

2021-22 Speaker Series

Cost: Free

Zoom Webinar Link

All Presentations are 10:30 am - 12:30 pm.

September 18, 2021
Building Bridges Between Home, School, and Medical Settings: Keys to Strong Partnerships

by Sarah Mire, Ph.D., LP, LSSP, NCSP, Associate Professor of School Psychology and Associate Department Chair- Psychological, Health, & Learning Sciences, University of Houston-Main

October 9, 2021
To Adulthood and Beyond! Life After A Diploma

by Amanda Davis

November 6, 2021
Teachable Moments: Ways to Capture Learning Opportunities During Your Everyday Life

By Brianna Banks

December 4, 2021
Rewards Over Reprimands: Using Reinforcement Instead of Punishment to Decrease Problem Behavior

by Aunie Abernathy

January 15, 2022
Serving Others With Compassion and Equity: Tips for Therapists, Educators, and Other Service Providers

by Emma Walker

February 19, 2022
Let's Sit and Eat! Increasing Appropriate Mealtime Behaviors and Food Variety

by Sydney Dillinger

March 5, 2022
Tell Us What You Really Want! Teaching Your Child to Express Their Wants and Needs

by Mary Signorella

April 16, 2022
The Dream Team: Behavioral Strategies to Support a Good Night's Sleep

May 7, 2022
A Spoon Full of Sugar: Teaching Tolerance to Medical Procedures

by Andrea Hoang

University of Houston-Clear Lake Center for Autism and Developmental Disabilities is able to offer the Community Speaker Series to the public at no charge, thanks to the generous support of area businesses and organizations.

For more information or questions, contact CADD:
AutismCenter@uhcl.edu or 281-283-3452

Previous Presentations

To check out videos of our previous presentations, visit the CADD Facebook page.

Sponsors

Endeavor Behavioral

Gulf Coast Educators Federal Credit Union

Hegwood Law Group

INkids

Jersey Mike's Subs

JSC Federal Credit Union

Susie Bean

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In accordance to the CDC's recommendation for social distancing, our 2021-2022 Speakers Series will begin in a virtual format! However, we may resume in-person presentations prior to the of the series. In addition, a video recording of each presentation will be available on the Autism Center Facebook page within days after each presentation.

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Extracurricular Activities

(Special Needs Events and Activities)

Rainy Day Activities for Your Child With Autism

: Provides gymnastics scholarships for children with disabilities and those fighting obesity.

CP Soccer Soccer for kids with cerebral palsy, stroke or traumatic brain injury

Challenger Sports an adaptive program for those with a variety of medical, development and intellectual challenges where all can play the games everyone loves, aided by Buddies in an inclusive, safe and protected environment
Beep Softball
Houston Parks and Recreation: Adaptive Sports and Recreation

: Offers a "Samurai" class for those with physical, emotional, or developmental disabilities

K2 Academy of Kids Sports' SOAR(Success and Opportunity Achieved through Recreation) program : An adaptive gymnastics program for children with disabilities

Soaring Kidz: Provides sports, recreational and educational activities for children and teens with disabilities

Autism on the Seas: Dedicated to providing Vacations for Adults and Families living with Autism, Down Syndrome, and other Related Disabilities

: Connecting extraordinary families and individuals to the community around them through surfing

Sailing Angels : Providing a special sailing experience for children with cognitive, physical or emotional needs or chronic illnesses

Texas Adaptive Aquatics : Adaptive water-skiing for children and adults with disabilities

Morgan's Wonderland : The world's largest park for children with special needs located in San Antonio.

*Easter Seals Greater Houston does not investigate, review or specifically endorse any of the organizations/activities/content of other organizations.

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Extracurricular Activities | Community Resources

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Extracurricular Activities (Special Needs Events and Activities) Rainy Day Activities for Your Child With Autism : Provides gymnastics scholarships for children with disabilities and those fighting obesity.

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College and Career Exploration Camp Alvin Community College

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College and Career Exploration Camp Alvin Community College

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Spring Break Career Readiness Camp - Virtual.pdf

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A list of local therapies for families

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https://www.youtube.com/watch?v=G7w9xfElgkw

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Guardianship or Alternatives to Guardianship – Which Works for My Family?

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Your Neurodivergent Teen and the Launch to College

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Supported decision making is about helping people, regardless of age or ability, make their own decisions by using a variety of integrated supports, including other people they trust, technology, community supports, or paid supports. The supports might help a person understand issues/choices, ask questions, receive explanations in a way that works for them, communicate their own decisions to others, or build their own decision-making skills.

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Supporting Early Childhood Transitions Quick Reference Guide

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Supporting Early Childhood Transitions Quick Reference Guide

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Medicaid Waivers, SSI Eligibility, and Preserving Benefits with Friendswood ISD and Pearland ISD

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Families, Information, Resources, Support & Training

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Elementary Self-Advocacy Checklist revised Sept 2020 (1)

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Supplemental Special Education Services FAQ

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Supplemental Special Education Services FAQ

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Supplemental Special Education Services (SSES)

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Supplemental Special Education Services (SSES)

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Supplemental Special Education Services (SSES) are $1,500 one-time on-line grants for eligible parents/caregivers of eligible students served by special education that have been impacted by COVID-19 school closures.

Families of eligible students can use the on-line accounts to obtain educational materials and resources and/or services such as additional speech therapy or other specific services.

Frequently Asked Questions
If you have applied and want to follow up on the decision that you received, please contact us at ssesinfo@tea.texas.gov or you can call SPEDTex at 1-855-773-3839.

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Supplemental Special Education Services (SSES)

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Supplemental Special Education Services (SSES) are $1,500 one-time on-line grants for eligible parents/caregivers of eligible students served by special education that have been impacted by COVID-19 school closures. Families of eligible students can use the on-line accounts to obtain educational materials and resources and/or services such as additional speech therapy or other specific services.

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Guaridinaship and Alternatives Debbie Wilkes  Region 4

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Arc of Texas - Guardianship and Alternatives to Guardianship - Supported Decision Making

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Arc of Texas - Guardianship and Alternatives to Guardianship - Supported Decision Making

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As defined by the Texas Probate Code, guardianship is a legal process used to provide protection for adults who are incapacitated. The Probate Code defines an incapacitated person as: "An adult individual who, because of a physical or mental condition, is substantially unable to provide food, clothing, or shelter to himself or herself, to care for the individual's own physical health, or to manage the individual's own financial affairs."

The Arc of Texas and The Arc of the United States believe that the majority of people with intellectual and developmental disabilities (IDD) can manage their own affairs with informal assistance and guidance and do not need a guardian. People with IDD can be supported in many ways to make their own decisions without taking away their rights through a guardianship. Learn more about alternatives to guardianship by reading the documents below. Each of the documents is provided in three formats: For Families, For Self-Advocates, and For Self-Advocates with Dyslexia. In addition, each of these documents are available in English and Spanish.

For more information on alternatives to guardianship, call our offices at 1-800-252-9729.

Paper on Guardianship - Most people with intellectual and/or developmental disabilities can manage their own affairs with assistance and guidance from others, such as family and friends. If guardianship is necessary, it should be tailored to the person's needs. Strict monitoring must be in place to protect the best interests and preferences of each person.
Education Decision Making When Your Child Turns 18 Other Helpful Links: Texas Project First
Family Eldercare - Family Eldercare is appointed by the Probate Court to be legal guardian for elders and people with disabilities who have no appropriate family or friends to act in that capacity.

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Alternatives to Guardianship - The Arc of Texas

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As defined by the Texas Probate Code, guardianship is a legal process used to provide protection for adults who are incapacitated. The Probate Code defines an incapacitated person as: "An adult individual who, because of a physical or mental condition, is substantially unable to provide food, clothing, or shelter to himself or herself, to care for the individual's own physical health, or to manage the individual's own financial affairs."

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Supplemental Security Income (SSI) Benefits | Social Security Administration

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Learn how the Supplemental Security Income (SSI) program pays benefits to disabled adults and children who have limited income and resources. Benefits also are payable to people 65 and older without disabilities who meet the financial limits.

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Home and Community Based Services In Texas

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Texas Medicaid waivers are a gateway to getting services for your child. We don't want to tell you what to do, but we strongly suggest that you consider adding your child to the waiver interest list(s), which many parents call "waiting lists," if you haven't already done so.

Even if you hope your child will never need those services, it is important that they be added to the interest list for any program(s) that might meet their needs. Your child might have to wait a long time to get services through the waiver. You can always decline the services once your child moves to the top of the list.

Many parents say they wish they had signed up for the waiver interest lists when their child was born or first diagnosed. Some of the interest lists have more than a 15-year wait time.

We know this page has a lot of information for you to take in. It's okay if you don't absorb everything here in one visit. Take a deep breath and come back as much as you want or need to.

What Are Waivers and How Do They Work?

Waivers let states use Medicaid funds for long-term home and community-based services for people with disabilities or special health care needs in order to help them live in the community.

Before the creation of waiver programs, people had to live in hospitals, nursing homes, or other institutions like State Supported Living Centers or Residential Treatment Centers so Medicaid would pay for long-term services.

Some of the services you can get with a waiver are:

Personal care for help with things like bathing or dressing

Nursing care

Home modifications like ramps

Car modifications

Respite care

Certain therapies

They are named "waivers" because certain Medicaid requirements are waived (meaning they don't apply). For example, family income. All but one waiver are based on just the child's income alone. Your child's income means any money that they personally have earned or are paid-not your whole family's income.

Besides getting these additional services, people who receive waiver long-term services and supports also get full Medicaid health care benefits. This is a huge help for children and adults who have complicated medical needs and no other health insurance.

Texas has seven waivers. Each one has its own interest list. Consider adding your child to all the interest lists based on their identified diagnosis and current needs. You don't know what future needs your child might have. You might want to place them on as many of the lists as possible.

Waivers are managed by the Health and Human Services Commission (HHSC) and the Department of State Health Services (DSHS).

When there is room for your child or young adult on one of the waiver programs, they will come off of the interest list for the program with the opening. You may choose to continue to leave your child's name on interest lists for other waiver programs. This is when HHSC and/or DSHS will review diagnostic and other information to decide if your child meets the waiver requirements. Depending on the waiver, you might be asked for information about their medical, psychological, and developmental history, as well as financial and income eligibility. The eligibility information that is needed changes based on the waiver. The comparison of Texas Medicaid waiver programs chart gives you more details about what is needed for each of the waivers.

How to Add Your Child to Interest Lists

You do not have to prove your child is eligible before adding them to the waiver interest lists. Your child will go through this process once they move to the top of the list. Only then is the eligibility information reviewed and used to decide if your child can enroll.

Call 1-877-438-5658 for information about putting your child on an interest list for long-term services. This is for the CLASS, DBMD, and MDCP waivers. See the section below for details about each of these waiver programs.

Call your Local Mental Health Authority about the Youth Empowerment Services (YES) waiver program. Go to the DSHS website to find the Local Mental Health Authority in your area.

Call your Local Intellectual and Developmental Disability Authority (LIDDA) to get your name on the interest list for the HCS and Texas Home Living Waiver programs. You can search for your LIDDA's telephone number.

Texas Medicaid Waivers

Click on the links below for more information:

Community Living Assistance and Support Services (CLASS): gives home and community-based supports to children and adults with related conditions. There are over 200 related conditions, like cerebral palsy and spina bifida. The related condition must have occurred before the child was age 22.

Deaf Blind with Multiple Disabilities (DBMD): gives services for children and adults who are deaf-blind or have a related condition that leads to deaf-blindness, and who have another disability.

Home and Community-based Services (HCS): gives services and supports to children and adults with an intellectual disability (ID) or a related condition who live with their families, in their own homes, or in small group homes with no more than 4 people.

Medically Dependent Children Program (MDCP): gives services to children and adults who are 20 and younger who are medically fragile as an alternative to receiving services in a nursing facility.

STAR+PLUS Home and Community-based Services (HCBS): gives services to adults over the age of 21 to keep them in their community and not in a nursing home facility.

Texas Home Living (TxHmL): gives services to children and adults with an intellectual disability (ID) or a related condition who live in their own home or their family's home.

Youth Empowerment Services (YES): gives home and community-based services to children under the age of 19 who otherwise would need psychiatric inpatient care or whose parents would turn to state custody for care.

Important Tips About Interest (Waiting) Lists

Consider adding your child to as many waiver interest lists as possible when your child is first diagnosed with a disability or special health care needs. You should also think about adding your child to the lists even if they aren't diagnosed but have reason to believe that your child will have a long-term disability or special health care needs. If your child no longer needs the service when they come off the interest list, you can tell them you do not want the waiver. If you refuse a waiver slot offer for your child once they are at the top of the interest list, your child's name will be placed at the bottom of the interest list again.

Ask for an email confirmation or a mailed letter when you add your child to the Medicaid waiver interest lists. Keep this in a safe place.

It is very important to keep your address and contact phone numbers updated. If your child moves to the top of the interest list and they can't reach you, your child will be dropped from the list. They might also call you or send you a letter to see if your child still needs services. If they can't reach you, they might take your child off the list.

At least once a year, call to update your contact information. Most parents remember by calling around their child's birthday. During these calls, you can also find out where your child is on the list. Write it down in a safe place, like your care notebook, so you can keep track of how far your child moves up the list each year. See our Organizing Medical Records page for more information about care notebooks.

Once your child moves to the top of an interest list, a service coordinator, case manager, or nurse will schedule a home visit. This will start the process of determining if your child is able to enroll in one of the waiver programs. You can also research the waiver program beforehand to learn what it takes for your child to get services.

Your child can remain on other waiver interest lists while receiving waiver services. They just can't receive services from more than one waiver program at the same time. For example, your child is receiving MDCP services. They move to the top of the CLASS interest list and are approved for CLASS services, you will have to pick between the two programs. You might want to connect with other parents who have done this before.

If you have other health insurance through an employer and your child is enrolled in a waiver program, you might be reimbursed for health insurance premiums through the Health Insurance Premium Payment (HIPP) program. Once your child starts receiving waiver services, call your local utility company about possible discounts on electricity, water, and wastewater bills, if your child lives in your home. Depending on income, your family might also be able to receive food stamps (SNAP benefits).

Most of the waivers offer the Consumer Directed Services (CDS) choice for at least some, if not all, of the program's services. Also known as "self-directed services," this gives you more personal control over how your child's services are delivered, and many parents prefer it. For example, parents who pick the CDS choice serve as the employer for their child's attendants. They are able to interview, hire / fire, and train them. It can take up a lot of your time. You might want to check out our connecting with other parents page to learn from other parents.

If your child has an intellectual disability or a condition related to an ID, and is in a crisis or has high medical needs, call your LIDDA to ask about diversion slots. You can search for your LIDDA's telephone number on the HHSC website. These slots are for extreme cases only, such as a critical health crisis that puts the family at risk of placing the child in a state-supported living center. If approved, your child moves to the top of the HCS interest list.

Quotes from Parents

"Our son has been receiving MDCP services for 4 years, and we don't know what we would do without this waiver program. It has allowed us to care for him at home and provides services we wouldn't otherwise be able to afford."

"We are still waiting. We started on the CLASS list at number 50,000 and now we are down to number 8,000. We've been waiting for 9 years. I should have done it sooner."

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Texas Medicaid Waiver Programs for Children with Disabilities | Navigate Life Texas

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Parents of children with disabilities in Texas should consider adding their child to Medicaid waiver interest list(s), even if they hope their child will never need those services.

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If you're looking for long-term care services and want to know what your options are, call 2-1-1, our hotline service for helping you find the services you need.

You can also visit an Aging and Disability Resource Center to get help finding and applying for programs for seniors and people with disabilities.

Learn more about other programs for people with disabilities.

If you have an intellectual or developmental disability or multiple disabilities, a local intellectual and developmental disability authority can help you find the services you need.

Learn more and find a LIDDA near you.

What Can We Help You Find?

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Programs for Children and Adults with Disabilities

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If you're looking for long-term care services and want to know what your options are, call 2-1-1, our hotline service for helping you find the services you need. You can also visit an Aging and Disability Resource Center to get help finding and applying for programs for seniors and people with disabilities.

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Our crisis intervention specialists work with individuals with IDD that are experiencing a crisis or are at risk of crisis to offer de-escalation services or referrals for respite. Individuals and families can choose between out-of-home respite services or in-home respite services as temporary relief for the duration of the timeframe the individual in crisis reaches stabilization. If you or someone you know is in crisis, please contact our crisis hotline at 866-729-3848.

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Our crisis intervention specialists work with individuals with IDD that are experiencing a crisis or are at risk of crisis to offer de-escalation services or referrals for respite. Individuals and families can choose between out-of-home respite services or in-home respite services as temporary relief for the duration of the timeframe the individual in crisis reaches stabilization.

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Your Texas Benefits - Learn - Login to your account

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HHS Guide to Employment For People with Disabilities

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HHS Guide to Employment For People with Disabilities

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Pre Employment Transition Services (PreEts)

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Pre Employment Transition Services (PreEts)

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Streamlined career search and discovery for students and job seekers. Includes a built-in interest assessment and access to training, education, and job opportunities. Straightforward, easy-to-read one-page career reports help guide individuals' next move on their road to a satisfying career.

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An employee with a disability must be able to perform the essential functions of their job with or without a reasonable accommodation. If you need an accommodation due to a disability, you must request it from your employer. A reasonable accommodation is a requested item or action that would enable you to perform the required functions of your job.

For example, the accommodation may be one of the following:

Make buildings and bathrooms readily accessible to and usable by persons with disabilities

Change your work schedule or reassign you to a vacant position you are qualified for

Provide you with equipment or devices that will aid you in performing the essential functions of your job

Provide additional training

Provide qualified readers or interpreters

An employer is required to make a reasonable accommodation unless the request causes significant difficulty or expense to the employer.

An employer is not required to lower quality or production standards for disabled applicants or employees.

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An employee with a disability must be able to perform the essential functions of their job with or without a reasonable accommodation. If you need an accommodation due to a disability, you must request it from your employer. A reasonable accommodation is a requested item or action that would enable you to perform the required functions of your job.

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It’s difficult to predict the future, but it’s never too early to start planning for it. Our tool will show you how much your living expenses will cost, and the amount of money you will need to earn to pay for them.

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Office Information 8:00 a.m. - 5:00 p.m. Monday thru Friday
1300-A Bay Area Blvd.
Houston, Texas 77058

Financial Aid Forms

Financial Aid Forms Fax: (713) 266-2495
Financial Aid Forms Email: supportcenter@wrksolutions.com
Financial Aid Voice: 1 (888) 600-5936

Jasmine Nelson

(346) 230-7018 P
(832) 915-5161 F

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career office locations | workforce solutions offices | career center | find a job | career planning

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Career Office Locations | Workforce Solutions - Workforce Solutions

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Workforce Solutions offices are open Monday through Friday, 8 am to 5 pm. Hours vary at each Information Center. To reach Workforce Solutions toll free, call 1 (888) 469-5627. To check the status of current financial aid application, call 1 (888) 600-5936.

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Texas Workforce Solutions - Vocational Rehab Services

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Texas Workforce Solutions - Vocational Rehab Services

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Get help preparing for, obtaining, retaining or advancing in your employment through the following individualized services. Services are based on eligibility and your individual needs.

Services to Assist with Employment

Services may be provided to help you prepare for, obtain, retain or advance in employment, including (as needed):

Vocational counseling and guidance

Referrals for hearing, visual and other examinations

Assistance with medical appointments and treatment

Rehabilitation devices, including hearing aids, wheelchairs, artificial limbs and braces

Therapy to address a disability, including occupational or speech therapy and applied behavioral analysis

Physical restoration services

Medical, psychological and vocational assessments

Assistance with college education or trade certification

On-the-job training

Training in workplace and employer expectations

Vocational adjustment training

Rehabilitation Teachers Services to help you learn Braille, orientation & mobility, and home and health management skills if you are blind or have a visual impairment

Supported employment

Job Matching & Placement Services

Transportation assistance to and from your job, including travel vouchers and vehicle modifications

Follow-up and supported employment services to help you maintain employment

Referral to Business Enterprises of Texas program, Criss Cole Rehabilitation Center and other state, federal and community agencies and organizations

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Get help preparing for, obtaining, retaining or advancing in your employment through the following individualized services. Services are based on eligibility and your individual needs.

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Get help preparing for post-secondary education and employment opportunities through the following individualized services. Services are based on eligibility and your individual need, and are provided in collaboration with the family, high school, community college, or Educational Service Center.

Pre-Employment Transition Services

Receive core services, as needed, to help prepare for post-secondary education and employment opportunities:

Vocational counseling, including counseling in job exploration and post-secondary training opportunities

Counseling on opportunities for post-secondary education such as college, vocational schools, etc.

Work-based learning experiences, including internships and on-the-job training

Training in workplace and employer expectations

Training in self-advocacy and social skills

The Pre-ETS Catalog is a tool developed in partnership with Texas A&M's Center on Disability and Development to give students, parents, and educators a place to start learning about Pre-Employment Transition Services (Pre-ETS) and how to make contact with Vocational Rehabilitation.

Other Services

Services may be provided to help you achieve your education, training or employment goals, including (as needed):

Referrals for hearing, visual and other examinations

Assistance with medical appointments and treatment

Rehabilitation devices, including hearing aids, wheelchairs, artificial limbs and braces

Therapy to address a disability, including occupational or speech therapy and applied behavioral analysis

Physical restoration

Medical, psychological and vocational assessments

Assistive technologies, including screen reader software, computer equipment and other items

Job matching and placement services

Transportation assistance to and from your job, college or certification program, Referral to other state, federal and community agencies and organizations

Rehabilitation Teachers Services to help you learn Braille, orientation & mobility, and home and health management skills if you have a vision-related disability

Vocational adjustment training

Supported employment services

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Vocational Rehabilitation - Youth & Students

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Get help preparing for post-secondary education and employment opportunities through the following individualized services. Services are based on eligibility and your individual need, and are provided in collaboration with the family, high school, community college, or Educational Service Center.

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Information for Planning Your High School Years and Beyond

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IDEA Manual for Parents and Students about Special Education Services in Texas

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IDEA Manual for Parents and Students about Special Education Services in Texas

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IDEA Manual for Parents and Students about Special Education Services in Texas

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Partners Resource Network (PRN) has been empowering families of children and youth with disabilities since 1986.

We can help you understand your child's disability, understand your rights and responsibilities under IDEA, obtain and evaluate resources and services, and effectively participate as an equal team member with professionals in planning services for your child.

Call us at 1.800.866.4726 or email us to be connected with our person assisting parents and families in your area.

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Texas Parent to Parent provides support, information, and education for families of children and adults with disabilities, chronic and mental health conditions and other health care needs.

"Having a child with special health care needs is a life-altering experience... but with the support of another parent we begin to see through the cracks and find joy in places we never could have imagined. Our journey continues, but this time we feel we will survive because we know another parent who has."
Click here to download our new emergency preparedness checklist
Important Information

You can stay updated with what's happening with COVID-19 in Texas on the following websites:
https://gov.texas.gov/organization/disabilities/coronavirus
Texas Department of State Health Services

Peer support is very popular these days but parent-to-parent programs have been using peer support since the 1970's. Sharing experiences with other parents is the key to what Texas Parent to Parent (TxP2P) does and has been proven to help families. Our services and programs are all family-centered in order to provide support, information, and education to as many families as we can.

The Texas Parent to Parent staff are parents of children with disabilities, chronic illness, or special health care needs. We have also spoken to thousands of families over the years. We are here to help - give us a call at 866-896-6001 or 512-458-8600.

Program Spotlight

TxP2P Care Notebook - A Care Notebook is an organizing tool that is particularly useful for parents. Use it to keep track of important information about your child's health care, education, or transition.

Medical Home Toolkit- A medical home is not a building, house, hospital, or home healthcare service, but rather a family-centered approach to providing comprehensive primary care. The Medical Home Toolkit explains what a medical home is and how to get one.

TxP2P is funded by Texas Department of State Health Services' Children with Special Health Care Needs Program Contract, Federal Maternal Child Health Bureau Family to Family Health Information Center Grant, Blue Cross Blue Shield of Texas, and private grants and donations.

Please check out these two websites

TxP2P helped with both of these sites, and we feel they can be very helpful to a new parent or a parent new to an issue around their child. We especially recommend looking at the videos:

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support for parents of children with disabilities

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Texas Parent to Parent Home | Texas Parent to Parent

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Texas Parent to Parent (TxP2P) is committed to improving the lives of Texas children who have disabilities, chronic illness, and/or special health care needs.

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The Arc promotes and protects the human rights of people with intellectual and developmental disabilities and actively supports their full inclusion and participation in the community throughout their lifetimes.

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18 + services are designed to be specialized, age-appropriate instructional services for adult students 18 to 21 served by special education. Everything about the 18+ special education services should be age-appropriate, starting with transition assessments, instructional strategies, accommodations, and instructional environments. The resources below will assist LEAs in gaining a better understanding for defining, developing, and improving their 18+ programs. Families will be able to utilize resources on this page to assist their adult student in transitioning to life after leaving public education.

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Texas Transition | Student-Centered Transitions Network (SCTN)

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The Student-Centered Transitions Network (SCTN) is creating new pathways to successful adult life for students with disabilities. The SCTN is led by the Eleanor and Charles Garrett Center on Transition and Disability Studies at Sam Houston State University in collaboration with the Texas Education Agency.

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Families, Information, Resources, Support & Training

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THE PERSONAL ATTENTION YOU DESERVE

With a student to faculty ratio of just 11:1 and an online success coach for every undergraduate student, you'll get the personal attention you need to maximize your potential. Secure your future now at UST.

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Associate of Applied Science in Pragmatic Studies

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With a student to faculty ratio of just 11:1 and an online success coach for every undergraduate student, you'll get the personal attention you need to maximize your potential. Secure your future now at UST.

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Families, Information, Resources, Support, and Training

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en Español * Share *

Texas Project FIRST (Region 9 ESC) resources related to Postsecondary Education for students with disabilities:

Texas Education Agency resources related to Postsecondary Education for students with disabilities:

Transition in Texas (Region 11 ESC) - A project of the Texas Secondary Transition/Post-School Results Network in collaboration with the Texas Education Agency. This website provides information and Quick Links to important postsecondary education resources, including:

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Affordable Colleges Online: College Affordability for Students with Disabilities - A guide to college financing for students with disabilities. Find expert advice on loans, grants and scholarships specifically for students with disabilities, as well as resources to help with the job search after graduation.

Association on Higher Education and Disability - AHEAD is an international professional association committed to full participation of persons with disabilities in postsecondary education.

Center for Parent Information & Resources - See Education/Training Connections.

Certificate of Tuition Waiver for Persons who are Deaf - Here you can find the link to the Application for Certificate of Deafness for Tuition Waiver. The Certificate of Deafness for Tuition Waiver "exempt(s) individuals from the payment of tuition fees at any institution of higher education that uses public funds."

College Board - Accommodations & Ensuring Accommodations on SAT/ACT

College & Career Readiness & Success Center (American Institutes for Research)

College for All Texans - Information on Finding the Right College, Applying to College, Admissions Criteria, Paying for College, and more (available in English and Español).

College Living Experience - CLE programs are located near major college campuses and vocational programs to facilitate students and young adults in the transition to college and independent living. In Texas, CLE-Austin supports students attending various education and vocational certification opportunities in the Austin area.

Dept. of Education, Office for Civil Rights - Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities

Educational Testing Services - Test Takers with Disabilities (How to request, common accommodations)

Houston Community College (HCC) VAST Academy - VAST Academy provides post-secondary transition programs and comprehensive support services, which lead to meaningful credentials, employment and independence for differently-abled individuals. Opportunities include vocational certificates, pre-college and freshman success bridge courses, career readiness credentials, internships and employment assistance.

Heath Resource Center (George Washington University) - Online clearinghouse on Postsecondary Education for individuals with disabilities. Here you can access the "Advising HS Students with Disabilities on Postsecondary Options" Toolkit, a college and career planning guide for students and their families. See also: Accommodations in College

LD Online - College & College Prep resources for students with learning and attention issues.

Lone Star College lifePATH® - This program provides a unique opportunity for adult students to learn the social and skill expectations needed in business, academics, and personal relationships. LSC lifePATH ® is a four-year comprehensive model of post-secondary educational opportunities for students who have disabilities that affect executive functioning.

Modern States Education Alliance - This non-profit is dedicated to making a high quality college education free of cost and accessible to any person who seeks one. After taking an online course, students should be prepared to take Advanced Placement (AP) tests offered in high school or College Level Examination Program (CLEP) courses after high school.

Navigate Life Texas - College and Alternatives for Students with Disabilities and Education After High School (video)

Pacer Center - ADA Q&A: Section 504 & Postsecondary Education

Pacer's National Parent Center on Transition and Employment - This website features links to Postsecondary Education resources as well as information/workshop handouts for parents, students and professionals.
Texas Council for Developmental Disabilities
Texas Guaranteed Tuition Program - Information about the state's prepaid tuition plans.

Texas Higher Education Coordinating Board - THECB's mission is to promote access, affordability, quality, success, and cost efficiency in the state's institutions of higher education. Resources include:

Texas Tech University - The Connections for Academic Success and Employment (CASE) program assists students with autism and other developmental disabilities to navigate college and empower them to reach their postsecondary academic goals and to find competitive employment after graduation.

The University of Texas at Austin, Services for Students with Disabilities - Making the Transition: Differences Between High School and College

Think College - This website features a searchable database of post-secondary education programs that support people with intellectual disabilities, a discussion board and listserv, and other resources.

Rethinking College (video) - This 25-minute film produced by Think College explores the growing movement to include students with intellectual disabilities in higher education.

Understood - Leaving High School (transition resources for students with learning and attention issues)
U.S. Dept. of Education, Office for Civil Rights or Office For Special Education & Rehabilitation Services
U.S. News University Connection - Scholarships for Students with Disabilities

VR Practices & Youth - This website features a series of training seminars and webinars related to improving VR service delivery to youth and young adults. Seminar topics include: Inclusive Higher Education and VR Common Performance Measures, 10 Tips For Effective Collaboration Between VR and Higher Education, Introduction to Inclusive Higher Education and Its Impact on VR Services, and Family and VR Roles in Supporting Higher Education for Students with Intellectual Disabilities. Webinars topics include: Pre-Employment Transition Services in Inclusive Higher Education Settings: The What, Where, and How of Good Collaboration.

We Connect NOW - Website dedicated to connecting college students with disabilities in access to higher education and employment issues.
Please submit any Links you feel would be appropriate using the SHARE YOUR SITES link.

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en Español * Share * Texas Project FIRST (Region 9 ESC) resources related to Postsecondary Education for students with disabilities: Texas Education Agency resources related to Postsecondary Education for students with disabilities: Transition in Texas (Region 11 ESC) - A project of the Texas Secondary Transition/Post-School Results Network in collaboration with the Texas Education Agency.

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Our immersive transition program is a catalyst for young adults with learning and social differences as they transition from adolescence to lives of significance and personal accountability. Our program allows young adults to engage in education and employment that fulfills and expands their lives, rather than merely accommodate their differences.

The ADVANCE Immersive Transition Program is a non-profit organization focused on supporting young adults with social and learning differences toward a path of social and economic independence. ADVANCE includes training and oversight in the key areas of independent living skills, career training, lifestyle fitness, as well as secondary education, tutoring, and support. All students enjoy access to our unique QUEST social adventure and integration program. ADVANCE offers psychological counseling, social awareness training, employment coaching, and weekly goal-oriented advising, each led by passionate, experienced professionals.

We are committed to empowering young adults to self-advocate and determine their life's course in ways that will be beneficial to themselves and the community.

Click each student's photo to learn more about their journey at ADVANCE.

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Our immersive transition program is a catalyst for young adults with learning and social differences as they transition from adolescence to lives of significance and personal accountability. Our program allows young adults to engage in education and employment that fulfills and expands their lives, rather than merely accommodate their differences.

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Our mission is to provide training to prepare individuals to enter the competitive workforce using innovative, research-based training that improves and enhances individuals' Professionalism, Self-determination, Self-advocacy and Leadership skills.

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Our mission is to provide training to prepare individuals to enter the competitive workforce using innovative, research-based training that improves and enhances individuals' Professionalism, Self-determination, Self-advocacy and Leadership skills.

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Dr. Adria Baker, Rice University/Parent advocate

Kristen Davis, Texas Workforce Solutions/Vocational Rehabilitation

Ana Esparza, Partners Resource Network Region 4

Winston Chambers, Houston Independent School District

Dr. David Cross, HCC Office of Institutional Equity & Diversity

Dr. Jaishree Ellie, Greater Houston Disability Chamber of Commerce

Tiffany Grady, HCC and VAST Academy Alumni

Cheryl Guido, Texas Workforce Solutions-Vocational Rehabilitation

Andrew Hardwick, Social Security Administration

Charles Kerlegon, The Harris Center

Claudia Magallan, Baker Ripley House

Janniece Sleigh, The Arc of Harris County

Jan Stailey, The Rise School of Houston

Shelley Townsend, University of Houston-Parent Project-Families CAN

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Dr. Adria Baker, Rice University/Parent advocate Kristen Davis, Texas Workforce Solutions/Vocational Rehabilitation Ana Esparza, Partners Resource Network Region 4 Winston Chambers, Houston Independent School District Dr. David Cross, HCC Office of Institutional Equity & Diversity Dr. Jaishree Ellie, Greater Houston Disability Chamber of Commerce Tiffany Grady, HCC and VAST Academy Alumni Cheryl Guido, Texas Workforce Solutions-Vocational Rehabilitation Andrew Hardwick, Social Security Administration Charles Kerlegon, The Harris Center Claudia Magallan, Baker Ripley House Janniece Sleigh, The Arc of Harris County Jan Stailey, The Rise School of Houston Shelley Townsend, University of Houston-Parent Project-Families CAN

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Vocational Training

STRIVE - Skilled Training Rewarding Independence and Vocational Education

Program Description

The STRIVE Program consist of a 2 year college program for adults with intellectual disabilities. The program will provide vocational training with the end goal of the student obtaining a job. This is not an accredited college degree program. Upon completing the program, each student will receive a certificate of completion. Students who have completed the program will attend the graduation ceremony that is held in May.

Admission Requirements

Program application

Interview with program

At least 3rd grade reading level and/or compensatory comprehension skills

Basic math understanding and ability to use a calculator

Ability to function independently for a period of time

Can follow directions, accepts authority; no severe behavior or emotional problems

Can handle and adapt to change; not overly stressed

Ability to be successful in competitive employment situations

Desire and motivation to complete a post-secondary program

Minimum 18 years of age at the start of the program

Must have work and/or volunteer experience

Must have access to dependable transportation

Program Length

STRIVE is a two year program with a combination of morning and afternoon classes broken down into two levels.

Program Overview

Semester One

Interpersonal Skills: This course is the study of factors in positive relationships.

Communication Skills for the Workplace: This course addresses essential listening, speaking, reading, writing and computational skills.

Career Exploration and Planning: An Introductory course in career exploration, educational planning, and job searching.

Semester Two

Occupational Math: The student will be introduced to math skills applicable to business and industry for successful on-the-job performance.

Professionalism in the Workplace (Preparation): This course is designed to prepare the student for career success including ethics, interpersonal relations, professional attire, and advancement.

Internet Basics: This class will introduce the student to the internet including email, home page, and how to perform basic research to address individuals/company/business needs.

Semester Three

Community Ethics: In this class students will identify community resources and learn the role of ethics as it pertains to health care and community settings including ethical decision-making.

Semester Four

Wellness Health and Promotion: This course is designed to expose the student to good health and hygiene practices necessary to living independently.

Job Search and Employment Skills: Students will complete standard employment applications, demonstrate interviewing skills, and discuss the job search process.

Professionalism in the Workplace: Develop entry-level skills for the workforce. Includes professionalism, interpersonal skills communications, workplace civility, and employability skills.

Semester Five

Enhancing Workplace Communication: Focuses on the principles of communication to facilitate sending and receiving various forms of written and spoken communication in the workplace.

Work Diversity: Examines gender, cultural background, age and other factors effecting coworker/client relationships. Includes behavioral expectations and standards in the business environment.

Occupational Safety and Health: Students will learn to recognize common occupational hazards and describe the components of effective workplace design and accident prevention programs.

Request more information at strive@alvincollege.edu or call 281.756.3787

Register in the H Building, Room 103.

Download the course application (required).

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The STRIVE Program consist of a 2 year college program for adults with intellectual disabilities. The program will provide vocational training with the end goal of the student obtaining a job. This is not an accredited college degree program. Upon completing the program, each student will receive a certificate of completion.

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Lone Star College was founded in 1973 and offers Associate Degrees, Workforce Certificates and Transfer Credits.

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Timeline for Transition Elementary to 18+

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Timeline for Transition Elementary to 18+

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Timeline for Transition Planning

Transition planning addresses how students will move from public school to post graduation and adult life. The following chart provides a guide to how transition could be developed during a student’s years in school.

Elementary - Grades K-5

Goals:  Develop leisure, household, and work interests and a sense of responsibility.

Objective:

1. Develop positive work habits

2. Appreciate a variety of work skills

3. Develop disability awareness

4. Be responsible for self

5. Parents sign up for agency support.  Waiting list is 10-15 years

Possible Activities:

Participate in inclusive activities

Identify different careers

Talk about a variety of work

Identify interests related to a career

Explore technology

Practice decision and problem solving skills

Middle School - Grades 6-8

Goals:  Identify career interests and course of study for high school

Objectives:

1. Understand personal interests, aptitudes, and preferences

2. Understand work, education, independent living, and community involvement

3. Explore desired course of study in high school

Required:  Transition in Texas starts at age 14

Possible Activities:

Student Led ARDs

Complete Naviance Interest Inventory

Daily living skills class

Learn money and budgeting skills

Develop self-determination and self-advocacy skills

Practice decision-making and problem solving skills

Determine strengths, preferences, interests, and needs

Develop a 4 year plan for courses in high school

Practice good grooming and social skills

Develop disability awareness and reaching out to others

High School - Grades 9-10

Goals:  Explore work, postsecondary options, independent living, and leisure activities

Objectives:

1. Develop meaningful, realistic goals

2. Develop work, education, residential, and community participation goals

3. Learn to manage personal needs, self advocacy

4. Practice appropriate classroom behaviors

5. Schedule a Person Centered Plan with Transition Coordinator

Possible activities:

Student Led ARDS

Complete and update Naviance Career Assessments

Practice self-advocacy skills

Participate in vocational training including course work and volunteer work.

Practice job interviewing skills

Attend job fairs

Ensure 4 year plan coincides with post secondary goals

Obtain a driver’s license

HighSchool - Grades 11-12 and 18+ program

Goals:  Obtain work, explore college and career options, develop leisure activities

Objectives:

1. Identify options for post-secondary education and/or career goals

2. Schedule Person Centered Plan with Transition Coordinator, if needed

3. Ensure linkage to adult agencies

Possible Activities:

Student led ARDS

Individual career planning and exploration

Learn more about financial planning

Visit college and universities

Develop job seeking skills

Apply for college, military, or other post-secondary options

Develop a resume

Obtain a driver’s license or practice transportation training

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A medical home is not a building, house, hospital, or home healthcare service, but rather a family-centered approach to providing comprehensive primary care.

In a family-centered medical home the pediatric care team works in partnership with a child and a child's family to assure that all of the medical and non-medical needs of the patient are met.

Texas Parent to Parent's Medical Home Toolkit explains what a medical home is, how to get one, and is free and available for download (PDF) in its entirety (zip file) or by individual document (each in PDF):

Do you already have a medical home for your child or yourself? We would love for you to email/mail your story to us Med@txpMed2p.org.

Contact our Med group Med@txp2p.org if your group is interested in hosting a Medical Home training. Thanks!

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Medical Home Toolkit | Texas Parent to Parent

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A medical home is not a building, house, hospital, or home healthcare service, but rather a family-centered approach to providing comprehensive primary care. In a family-centered medical home the pediatric care team works in partnership with a child and a child's family to assure that all of the medical and non-medical needs of the patient are met.

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Transitioning to Life After High School - Transition to Life After High School - PACER Center

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Resources for students and young adults with disabilities as they plan their future.

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Pathways to Adulthood Transition Program | Texas Parent to Parent

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The TxP2P Pathways to Adulthood program assists families to plan a good life for their sons and daughters with disabilities after graduation from public school, and provides support, information and tools for carrying out this plan.

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Families, Information, Resources, Support & Training

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Mission Statement

The Eleanor and Charles Garrett Center on Transition and Disability Studies is the first of its kind in Texas to have a dedicated focus on the practitioner aspects of transition services and will serve as a dedicated gateway of information for transition team members including educators, students with disabilities, their families, and agencies and community partners. In addition to the website and other communication platforms, the Garrett Center will offer workshops and conduct research to improve services and outcomes for children, youth and adults with disabilities.
Find Out More

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The Eleanor and Charles Garrett Center on Transition and Disability Studies

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The Eleanor and Charles Garrett Center on Transition and Disability Studies is the first of its kind in Texas to have a dedicated focus on the practitioner aspects of transition services and will serve as a dedicated gateway of information for transition team members including educators, students with disabilities, their families, and agencies and community partners.

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On this page you will find information about transition from school settings to post-school settings. This transition process should begin as early as possible but formally begins when a student with a disability turns 16 (19 TAC §89.1055(g)(1-9) and 34 CFR §300.320(b)). Post-school settings and activities include:

Post-secondary education;

Vocational education;

Integrated employment (including supported employment);

Continuing and adult education;

Adult services;

Independent living; and

Community participation.

As early as possible, schools should begin developing programs and services, based on a student's strengths, preferences, and interests that focus on:

Instruction;

Related services;

Community experiences;

Development of employment and other post-school adult living objectives; and

If appropriate, daily living skills and a functional vocational evaluation (34 CFR 300.43).

Helpful resources related to transition planning are provided below.

State Resources

As of September 1, 2018, a Notice of Transfer of Rights Model Form with Information and Resources is available for use by school districts in notifying students and parents about information and resources regarding guardianship and alternatives to guardianship. Included is a list of government services and public benefits for which referral may be appropriate. A Spanish-language Transfer of Rights Model Form is also available.

A Local Education Agency (LEA) is required, not later than one year before the 18th birthday of a student with a disability, to provide to the student and the student's parent:

1. Written notice regarding the transfer of rights and information and information and resources regarding guardianship, alternatives to guardianship, including supported decision-making agreement and other supports and services that may enable the student to live independently; and

2. Ensure that the student's IEP includes a statement that the district provided written notice.

Additionally, the LEA is required to provide information regarding guardianship or alternatives to guardianship, if the student or student's parents request it.

The Student-Centered Transitions Network is led by The Garrett Center on Transition and Disability Studies. The Garrett Center coordinates statewide activities designed to build collaborative infrastructures among students, families, schools, districts, and communities to equip all students with disabilities to be actively involved in planning, communicating, and evaluating progress in meeting their transition goals from early childhood through high school graduation and post-secondary readiness.

The Texas Transition and Employment Guide (and Spanish version) provides information on statewide services and programs that assist students with disabilities in the transition to life outside of the public school system. Comments or additional thoughts can be sent to sped@tea.texas.gov.

A Legal Framework addressing Transition Services is available from ESC 18.

The Texas Project First website provides parents with information about Special Education in Texas. On the site's home page, parents will find information most relevant to the age group of their child. Transition topics can be found under Age Ranges 11-16 and 17 -21.

The Texas Education Agency (TEA) participated with the Health and Human Services Commission and the Texas Workforce Commission on an Employment-First Task Force, created by the 83rd Texas Legislature, Regular Session (2013). During its tenure, the task force was responsible for promoting competitive employment opportunities that provide a living wage for individuals with disabilities, including the state's Employment-First Policy. TEA formally adopted the policy.

Effective September 1, 2017, a Memorandum of Understanding (MOU) was signed between the Texas Workforce Commission (TWC) and the Texas Education Agency (TEA). The MOU is to promote collaboration in the delivery of transition services, including pre-employment transition services, for students with disabilities transitioning from secondary education to employment and independent living mandated by the Individuals with Disabilities Act (IDEA), as amended, and the Workforce Innovation and Opportunity Act (WIOA). The implementing regulations for both WIOA and IDEA require the formalization of interagency agreements concerning the transition services for students with disabilities who have an Individualized Education Program (IEP). The MOU will help improve the dissemination of information about TWC's Vocational Rehabilitation (VR) services and specify the process TEA and TWC will use to develop and update the mechanism used to target students.

State Agencies

The Texas Council for Developmental Disabilities is a 27-member board that ensures all Texans with developmental disabilities have the opportunity to become independent, productive and valued members of their communities. The Council works to ensure that the service delivery system provides comprehensive services and supports that are easy to access and that are cost effective.

The Texas Higher Education Coordinating Board helps Texas meet the goals of the state's higher education plan, Closing the Gaps by 2015. Meeting these goals means a bright future of economic vitality, social independence, and civic engagement for the citizens of Texas.

National Resources

The following resources provide information at the national level:

The National Association of State Directors of Special Education (NASDSE) has been providing dedicated leadership to continuously improve educational services and outcomes for students with disabilities in the states and federal territories for 70 years. Focusing on policies and practices to improve educational outcomes for students with disabilities is critical to ensuring their full participation and contribution in education, employment and society.

National Center on Secondary Education and Transition coordinates national resources, offers technical assistance, and disseminates information related to secondary education and transition for youth with disabilities in order to create opportunities for youth to achieve successful futures.

The Post-Outcomes Network assists with the dissemination of research findings and develops professional papers, briefs, teaching materials, and other publications designed to share information with a wide and diverse audience about research, promising practices, and policy recommendations.

The National Dropout Prevention Center for Students with Disabilities supports the national implementation IDEA provisions to ensure successful school outcomes for students with disabilities by assisting local education agencies to increase school completion rates and decrease dropout rates among students with disabilities.

The National Technical Assistance Center on Transition (NTACT)assists states in building capacity to support and improve transition planning, services, and outcomes for youth with disabilities. Objectives include assisting State Education Agencies with collecting data on IDEA (2004) Part B State Performance Plan Indicator 13 and using that data to improve transition services.

The US Department of Education OSEP improves results for infants, toddlers, children and youth with disabilities aged birth through 21 by providing leadership and financial support to states and local districts.

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On this page you will find information about transition from school settings to post-school settings. This transition process should begin as early as possible but formally begins when a student with a disability turns 16 (19 TAC §89.1055(g)(1-9) and 34 CFR §300.320(b)).

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Help #keepABNC Wild!

Armand Bayou Nature Center's unique wildlife refuge and wilderness preserve could not exist without the support of its volunteers. Our volunteers generously donate tens of thousands of hours a year helping us achieve our two-fold mission to:

To preserve the habitats with which we have been entrusted.

To provide opportunities for people to experience and understand the local ecosystem.

Every day, volunteers help maintain and care for our grounds, carry out stewardship projects, guide and educate visitors and the general public, organize and plan events that raise essential funding, as well as support our staff with operations.

Adult Volunteers (18+)

VOLUNTEER REQUIREMENTS: A desire to learn, A love of nature, Dependability, Dedication

VOLUNTEER OPPORTUNITIES: Weekday Education Guides, Weekend Education Guides, Natural Resource Preservation, Outreach to the Community, Building and Ground Maintenance, Special Events

Click the button below to start your application or contact Elisa O'Neal, our Volunteer Coordinator, at volunteering@abnc.org or 713 274 2664 for more information.

Group Volunteering

Special volunteer projects can be arranged for groups of volunteers. Projects may range from carpentry, painting, trail clean up, prairie restoration activities to administrative projects. Groups of volunteers may also help at special events. Waivers are required for all service group participants.

Click the button below to tell us about your group or contact Elisa O'Neal, our Volunteer Coordinator, at volunteering@abnc.org or 713 274 2664 for more information.

Youth Volunteers (14-17)

ABNC welcomes teens between the ages of 14-17 who enjoy nature, like working with children and want to learn about the environment. There are a variety of opportunities in which you can participate: i.e. aides with EcoCamps, The Martyn Farm Harvest Festival and other programs and events held at the nature center. Please call for available opportunities.

For EcoCamp Volunteers, there is a Required Teen Volunteer Training held during the first week of summer break.

School Related Required Volunteering: Students need to fill out the Teen Volunteer Application and contact the Education Department for available opportunities.

If you think this sounds like the place for you, click the button below to download and print your application (be sure to include your email address) and return it to Heather at heather@abnc.org. Any questions about youth volunteering please email Heather or you can call her at 713 274 2667.

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Armand Bayou Nature Center's unique wildlife refuge and wilderness preserve could not exist without the support of its volunteers. Our volunteers generously donate tens of thousands of hours a year to help preserve the habitats and wildlife that sustain us all.

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Volunteering feels good, is a great way to make a difference for people in your community AND offers many professional benefits.

Overall, volunteers have a 27 percent greater likelihood of finding a job after being out of work than those who don't volunteer. Those who lack a high school diploma have a 51 percent greater likelihood, and for those who live in a rural area, it's 55 percent.
Download the Study
BENEFITS OF VOLUNTEERING

Expanding your network. Volunteering allows you to build your social skills while developing new contacts and referral sources.

Learning new skills. Many programs provide valuable training and opportunities to learn new skills, as well as to utilize and refine existing skills.

Exploring new careers, causes, and organizations. As a volunteer, you can learn about a new career field or organization without having to make a long-term commitment. You might also learn more about a specific cause and find out about the nonprofits, government agencies, and others that are involved in it.

Enhancing your résumé. Volunteer work can really make your résumé shine by giving you relevant experience and showing that you have dedication. Learn more about putting volunteer work on your résumé.

LOCAL OPPORTUNITIES

Everyone has something to offer as a Goodwill volunteer, including you. Use the form below to look for other volunteer opportunities near you.

GET YOUR EMPLOYEES INVOLVED

Nothing builds team spirit like working together on a common goal. Bring your company to volunteer with Goodwill for an experience that's sure to inspire and unify. Visit our partner page to learn how your business can work with Goodwill.

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Volunteer - Goodwill Industries International

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Volunteering feels good, is a great way to make a difference for people in your community AND offers many professional benefits. Overall, volunteers have a 27 percent greater likelihood of finding a job after being out of work than those who don't volunteer.

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Our Teen Explorer Crew (TEC) volunteers are a vital part of our Explorer Camps, Space Center University, and the overall guest experience. During the summer, TEC volunteers may serve on one of three different teams:

Explorer Camps
Explorer Camp volunteers serve as classroom assistants and runners for our STEM-focused camps for ages 4 - 11. These volunteers help with many aspects of camp, prepare materials, escort students, and help students with space-related STEM activities.

Space Center University
Space Center University volunteers serve as classroom assistants for Space Center U, which is a challenging multi-day program that promotes engineering solutions to space-related situations. Volunteers help participants with activities, prepare materials, and escort groups.

Guest Experience Team
Guest Experience volunteers engage guests on the floor of the museum, sharing information about our exhibits and human space flight, using props and storytelling techniques. They may also assist with other duties that enhance the guest experience. Volunteers in this area must be friendly and comfortable speaking to guests of all ages.

This program runs from June 1 to Aug. 14 and gives teens the opportunity to contribute over 100 volunteer hours. Applications will be accepted Jan. 10 - March 9.

Teen volunteer requirements

Must be 13-17 years of age on, or by, June 1, 2020

Must be available to volunteer for three full weeks (Monday - Friday, 8 a.m. to 3:30 p.m.) between June 1 and Aug. 14

Be enthusiastic and willing to adhere to our policies, procedures, and customer service standards

Attend an in-person interview on March 28

Pay a one-time fee of $25, which helps us defer the cost of your volunteer shirts and badge

Attend a teen volunteer orientation

Teen volunteer application

We are no longer accepting applications for the 2020 summer teen volunteer program. Please check this page in December for information on applying for the 2021 summer teen volunteer program!

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Our Teen Explorer Crew (TEC) volunteers are a vital part of our Explorer Camps, Space Center University, and the overall guest experience. During the summer, TEC volunteers may serve on one of three different teams: Explorer Camps Explorer Camp volunteers serve as classroom assistants and runners for our STEM-focused camps for ages 4 - 11.

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Easter Seals of Great Houston - Transition Services

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Easter Seals of Great Houston - Transition Services

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Transition Services
Job Placement, Job Coaching, Supported Employment, Work Readiness Training, and Pre-employment Training offered to clients of the Texas Workforce Solutions - Vocational Rehabilitation Services program. Persons receiving these services may have any disability and must be over 17 years old for Supported Employment Services and Work Readiness Training, and between 14 and 22 years old for Pre-Employment Training.

Job Placement - Assistance in developing and carrying out a job search plan. We help you choose a job, develop a resume, submit applications, prepare for job interviews, and begin your job.

Job Coaching - After you begin working, our staff will go to your job with you to help you learn your job and become a part of the team. We will come to your job on a schedule we set together. Over time, we will adjust the schedule and come to the job fewer times per week/month until you can do your job independently.

Supported Employment - A system of services that lead to a good job. It begins with a comprehensive assessment to identify your strengths and preferences regarding jobs. We then develop a plan to address whatever barriers stand in the way of success on the job, and work that plan with you until you find the right job. When you begin working, we will be there to help you learn your job and adjust to the routine of your new work environment.

Work Readiness Training - A classroom-based training program designed to help you learn the "soft" skills you will need to be successful at work. In addition to learning to interact in a positive manner with your coworkers and boss, you will learn financial planning and budgeting. Classes are small, with no more than six students per teacher.

Pre-employment Training - A two week day camp where you will decide upon a vocational field, learn about your rights and responsibilities as an adult, develop a resume, practice job interviewing, and spend two days gaining valuable work experience.

Services and support for persons, ages 16 - 27, who have an Autism Spectrum Disorder and Mental Illness, designed to help youth become more independent and successful in their communities. Services may include a combination of the following:

Supported Employment provided by Easter Seals Greater Houston to help persons who want to go to work find and keep a job with a future in their area of interest;

College classes at the Houston Community College VAST Academy to help beginning HCC students successfully complete their basic English or Math courses and to bridge the gap between high school and college;

Financial Coaching for youth and families, provided by Easter Seals Greater Houston, to help in planning for attending college, saving for a car or apartment, or helping their family buy a home; and,

On-line Driver's Education for a limited number of participants provided by Easter Seals Greater Houston in collaboration with SafeWay Driving;

Mobile Technology for a limited number of participants provided by Easter Seals Greater Houston will provide training, loaner devices and apps to help youth meet their goals in education and/or employment

Self Sufficiency Fund of Easter Seals Greater Houston

Persons who qualify for Temporary Assistance to Needy Families or SNAP (food stamp) benefits can take advantage of training and job placement services provided through a partnership between Easter Seals Greater Houston and Houston Community College's Corporate College.

Persons can receive training in:

General Construction and Carpentry

Classes last from one to three months and you will leave with a certificate in your chosen area which you can present to employers to show them you have the training and skills they are looking for in an employee. Easter Seals will help you get a job in your chosen field and can help you acquire the uniforms or special footwear you might need to start your new career.

Email: Program Manager: Robert Williams
Phone: 713-838-9050 ext. 343, Fax: 713-838-9050
rwilliams@eastersealshouston.org

Intake/Information: Jacquelyn Privitera
Phone: 713-838-9050 ext 363 - Fax: 713-838-8098 JPrivitera@EasterSealsHouston.org
Email:

Easter Seals Main Office - 4888 Loop Central Drive, Suite 200, Houston, TX 77081

Learn more about our Ready to Achieve Mentoring Program (RAMP) and High School/High Tech Programs.

*This program is made possible by: Shell Oil, Texas Work Force, and Genny Winter. Special thanks for your generous support!

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Transition Services Job Placement, Job Coaching, Supported Employment, Work Readiness Training, and Pre-employment Training offered to clients of the Texas Workforce Solutions - Vocational Rehabilitation Services program. Persons receiving these services may have any disability and must be over 17 years old for Supported Employment Services and Work Readiness Training, and between 14 and 22 years old for Pre-Employment Training.

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Hometown Heros - League City /Community Resource

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Hometown Heros - League City /Community Resource

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Give thanks for a special person in your life!

All honor and memorial gifts will be matched by a generous supporter

VolunteerMatch matches inspired people with inspiring causes. It's how volunteers and nonprofits connect to achieve remarkable outcomes.

VolunteerMatch is the largest network in the nonprofit world, with the most volunteers, nonprofits and opportunities to make a difference.

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VolunteerMatch - Where Volunteering Begins

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

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Accessibility Services

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Accessibility Services and Resources is responsible for collaborating with members of the Lone Star College to proactively create usable, equitable, and inclusive working and learning environments for the College's community. The department provides strategy, initiatives, and programs for ensuring compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (1990) and the revisions under the Americans with Disabilities Act.

Services and Resources

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LSC's disability services office offers a wide variety of accomodations and services to help students of all abilities reach their academic goals.

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Accessibility Services

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COVID-19 FAQ

As the university continues to provide Hy flex and online education through the fall, we want to assure you that the Center for Students with DisABILITIES (CSD) is here to support you. As you know, this is an ever-evolving situation, and we recognize that the transition may not be easy, and solutions may not be perfect. But we are committed to working together with our students and faculty to best support their academic success and provide the academic accommodations required.

As a part of this, it is important for students and instructors to continue to communicate regarding accommodations in classes and testing. The CSD staff are available to consult with students and instructors.

Please remember to take care of yourself physically and emotionally, both in the next few weeks, and always. We look forward to seeing everyone back on campus soon.

Student FAQ Faculty FAQ

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As the university continues to provide Hy flex and online education through the fall, we want to assure you that the Center for Students with DisABILITIES (CSD) is here to support you. As you know, this is an ever-evolving situation, and we recognize that the transition may not be easy, and solutions may not be perfect.

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Accessibility Services

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Accessibility Support Center | University of Houston-Clear Lake

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Accessibility Support Center at University of Houston-Clear Lake provides services and assistance to students with disabilities so they can participate fully in university life.

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Assessiblity Services

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Accessibility Services Mission

The primary function is to provide assistance to students with disabilities in compliance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973. The Accessibility Coordinator works with faculty, staff, and students to assure equal access and opportunity to all programs. Academic accommodations and adjustments are provided to students whose documentation provides evidence of a "substantially limiting" disability as defined by federal legislation. In accordance with these laws, our office is required to have appropriate documentation on file in order to provide the requested academic accommodations or adjustments.

Specific Learning Disabilities

Mobility Impairment

Chronic Illness (to include AIDS, cancer, diabetes)

Epilepsy or Seizure Disorders

Speech Disorder

Psychological Disabilities

Request for Accommodations (Current Students Only)

Current students must request accommodations every semester. Once you have registered for classes, complete the form below.
Request for Accommodations

Guidelines for Documentation

Guidelines for Documentation

In order to seek academic accommodations under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, students with disabilities should register with the office of Services for Students with Disabilities (SSD). Academic accommodations and adjustments are provided to students whose documentation provides evidence of a "substantially limiting" disability as defined by federal legislation. In accordance with these laws, our office is required to have appropriate documentation on file in order to provide the requested academic accommodations or adjustments.

In order for College of the Mainland to provide the appropriate accommodations for a student with a disability, we rely on appropriately trained evaluators to provide documentation as to the presence and severity of the disability itself. We find that these guidelines provide the detailed information necessary to assess the appropriateness of the student's request for academic accommodations. Given that the manifestations of a disability may change over time, the evaluation must reflect the student's current status.
The documentation must reflect the following:

A specific diagnosis (including level of severity).

The specific findings in support of this diagnosis including relevant history, observations of the individual, test administered, test results, and the interpretation of those results.

A description of the student's functional limitations as they are directly related to the stated disability.

Specific recommendations for academic accommodations, including an explanation of why these specific
accommodations are needed.

The evaluators name address, telephone number, and professional credential relevant to the diagnosis.

The documentation must be on letterhead, typed, dated and signed by a medical doctor or otherwise qualified person to make the diagnosis.

The following are general guidelines for documentation:

Individuals with psychological disabilities may present a typed letter on official letterhead from a licensed
psychologist or psychiatrist with an explanation of the disorder and educational recommendations.

Individuals with sensory, physical, or other health impairments are required to provide written documentation in the form of medical reports or a typed letter on official letterhead from a medical doctor detailing the disability as well functional limitations. Medical documentation must be within 3 years.

Individuals with Attention Deficit Disorder may present a typed letter on official letterhead from a licensed
psychologist, psychiatrist or medical doctor.

Individuals with learning disabilities may present a typed letter on official letterhead or report from a licensed psychologist, diagnostician, or other professional knowledgeable in learning disabilities. This document must clearly state the presence of a learning disability and provide objective evidence of a substantial limitation to learning. A copy of a Comprehensive Individual Assessment from their high school diagnostician is also acceptable.

All documentation is reviewed on an individual basis and the student and service provider jointly agree upon
accommodations for Students with Disabilities. Please allow 48 hours (2 business days) to process requests for
accommodations.

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The primary function is to provide assistance to students with disabilities in compliance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973. The Accessibility Coordinator works with faculty, staff, and students to assure equal access and opportunity to all programs.

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Accessibility Services

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The Office of Disability Services coordinates support services for students with disabilities.

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Accessibility Services

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FERPA does establish several exceptions that allow the institution to disclose student records without the student's prior consent. Some of these exceptions are:

To other school officials who have "legitimate educational interests" as defined by the institution, such as "advising".

To officials of other schools in which the student seeks to enroll.

In connection with a students's application for, or receipt of financial aid.

If disclosure is necessary to protect the health or safety of the student or other person

In response to a lawfully issued subpoena.

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FERPA does establish several exceptions that allow the institution to disclose student records without the student's prior consent. Some of these exceptions are: To other school officials who have "legitimate educational interests" as defined by the institution, such as "advising". To officials of other schools in which the student seeks to enroll.

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Families, Information, Resources, Support, and Training

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en Español * Share *

Texas Project FIRST (Region 9 ESC) resources related to Postsecondary Education for students with disabilities:

Texas Education Agency resources related to Postsecondary Education for students with disabilities:

Transition in Texas (Region 11 ESC) - A project of the Texas Secondary Transition/Post-School Results Network in collaboration with the Texas Education Agency. This website provides information and Quick Links to important postsecondary education resources, including:

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Affordable Colleges Online: College Affordability for Students with Disabilities - A guide to college financing for students with disabilities. Find expert advice on loans, grants and scholarships specifically for students with disabilities, as well as resources to help with the job search after graduation.

Association on Higher Education and Disability - AHEAD is an international professional association committed to full participation of persons with disabilities in postsecondary education.

Center for Parent Information & Resources - See Education/Training Connections.

Certificate of Tuition Waiver for Persons who are Deaf - Here you can find the link to the Application for Certificate of Deafness for Tuition Waiver. The Certificate of Deafness for Tuition Waiver "exempt(s) individuals from the payment of tuition fees at any institution of higher education that uses public funds."

College Board - Accommodations & Ensuring Accommodations on SAT/ACT

College & Career Readiness & Success Center (American Institutes for Research)

College for All Texans - Information on Finding the Right College, Applying to College, Admissions Criteria, Paying for College, and more (available in English and Español).

College Living Experience - CLE programs are located near major college campuses and vocational programs to facilitate students and young adults in the transition to college and independent living. In Texas, CLE-Austin supports students attending various education and vocational certification opportunities in the Austin area.

Dept. of Education, Office for Civil Rights - Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities

Educational Testing Services - Test Takers with Disabilities (How to request, common accommodations)

Houston Community College (HCC) VAST Academy - VAST Academy provides post-secondary transition programs and comprehensive support services, which lead to meaningful credentials, employment and independence for differently-abled individuals. Opportunities include vocational certificates, pre-college and freshman success bridge courses, career readiness credentials, internships and employment assistance.

Heath Resource Center (George Washington University) - Online clearinghouse on Postsecondary Education for individuals with disabilities. Here you can access the "Advising HS Students with Disabilities on Postsecondary Options" Toolkit, a college and career planning guide for students and their families. See also: Accommodations in College

LD Online - College & College Prep resources for students with learning and attention issues.

Lone Star College lifePATH® - This program provides a unique opportunity for adult students to learn the social and skill expectations needed in business, academics, and personal relationships. LSC lifePATH ® is a four-year comprehensive model of post-secondary educational opportunities for students who have disabilities that affect executive functioning.

Modern States Education Alliance - This non-profit is dedicated to making a high quality college education free of cost and accessible to any person who seeks one. After taking an online course, students should be prepared to take Advanced Placement (AP) tests offered in high school or College Level Examination Program (CLEP) courses after high school.

Navigate Life Texas - College and Alternatives for Students with Disabilities and Education After High School (video)

Pacer Center - ADA Q&A: Section 504 & Postsecondary Education

Pacer's National Parent Center on Transition and Employment - This website features links to Postsecondary Education resources as well as information/workshop handouts for parents, students and professionals.
Texas Council for Developmental Disabilities
Texas Guaranteed Tuition Program - Information about the state's prepaid tuition plans.

Texas Higher Education Coordinating Board - THECB's mission is to promote access, affordability, quality, success, and cost efficiency in the state's institutions of higher education. Resources include:

Texas Tech University - The Connections for Academic Success and Employment (CASE) program assists students with autism and other developmental disabilities to navigate college and empower them to reach their postsecondary academic goals and to find competitive employment after graduation.

The University of Texas at Austin, Services for Students with Disabilities - Making the Transition: Differences Between High School and College

Think College - This website features a searchable database of post-secondary education programs that support people with intellectual disabilities, a discussion board and listserv, and other resources.

Rethinking College (video) - This 25-minute film produced by Think College explores the growing movement to include students with intellectual disabilities in higher education.

Understood - Leaving High School (transition resources for students with learning and attention issues)
U.S. Dept. of Education, Office for Civil Rights or Office For Special Education & Rehabilitation Services
U.S. News University Connection - Scholarships for Students with Disabilities

VR Practices & Youth - This website features a series of training seminars and webinars related to improving VR service delivery to youth and young adults. Seminar topics include: Inclusive Higher Education and VR Common Performance Measures, 10 Tips For Effective Collaboration Between VR and Higher Education, Introduction to Inclusive Higher Education and Its Impact on VR Services, and Family and VR Roles in Supporting Higher Education for Students with Intellectual Disabilities. Webinars topics include: Pre-Employment Transition Services in Inclusive Higher Education Settings: The What, Where, and How of Good Collaboration.

We Connect NOW - Website dedicated to connecting college students with disabilities in access to higher education and employment issues.
Please submit any Links you feel would be appropriate using the SHARE YOUR SITES link.

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en Español * Share * Texas Project FIRST (Region 9 ESC) resources related to Postsecondary Education for students with disabilities: Texas Education Agency resources related to Postsecondary Education for students with disabilities: Transition in Texas (Region 11 ESC) - A project of the Texas Secondary Transition/Post-School Results Network in collaboration with the Texas Education Agency.

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Promoting Self Determination - Tips for Families and Professionals

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Promoting Self Determination - Tips for Families and Professionals

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Promoting Self Determination Tips for Families and Professionals

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What is Future Planning?

Future Planning is creating a guide for a person with an intellectual or developmental disability (I/DD) to lead a good life as independently as possible. A plan is important throughout all stages of life and especially in the future after the parent or caregiver is no longer able to provide support.

A person-centered future plan should reflect the wishes of the person with I/DD, as well as his or her parents, siblings, extended family members and friends, and other important people in his or her life. The plan should include information about all aspects of a person's life including:

Daily routines, needs and supports

Living arrangements

Finances, including the family and person's public benefits, assets, incomes, trusts, insurance policies

Doctors' contact information and information about the person's medical history (including any medications and food allergies)

Decision-making support

Education history

Details about the person's employment, leisure activities, religious beliefs, behaviors, interests, friendships, and other important relationships

To help guide your planning, first ask: "During a life transition, what would the person need so his or her daily routine is maintained?" Next, create a vision for the person's life after the transition. It is important to use a team approach when discussing and creating the plan and always to keep the person with I/DD's interests, preferences, and skills as the main focus.

Who is on the future planning team?

Ask the person with I/DD who he or she would like to invite as part of the team, which can include the person with I/DD, parents, siblings, other family members, friends, legal and financial professionals, and other important people in the person's life. Some of these people may live out-of-state but should be included if they play a large role in the person's life. This team works together to identify and take steps to create the supports the person will need.

Future Planning: It's Possible and Necessary

Future planning is important for all families. Thinking about the future can be challenging and emotional. However, experience shows that adults with I/DD make a better transition from the family home when a future plan is in place.

Some families might feel that planning is not available to them because they don't have any money to leave to an adult son or daughter with I/DD or can't afford a lawyer or estate planner. This is not true. There are many aspects of the planning process that aren't related to money. It is also important that families with limited resources learn about what public benefits may be available and take steps to enroll their family member in available programs.

Plain Language

For information on Future Planning in plain language, click here:
PDF | Word

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Future Planning is creating a guide for a person with an intellectual or developmental disability (I/DD) to lead a good life as independently as possible. A plan is important throughout all stages of life and especially in the future after the parent or caregiver is no longer able to provide support.

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A person centered plan can help those involved with the focus person see the total person, recognize his or her desires and interests, and discover completely new ways of thinking about the future of the person." - Beth Mount & Kay Zwernik, 1988

Person Centered Planning is an ongoing problem-solving process used to help people with disabilities plan for their future. In person centered planning, groups of people focus on an individual and that person's vision of what they would like to do in the future. This "person-centered" team meets to identify opportunities for the focus person to develop personal relationships, participate in their community, increase control over their own lives, and develop the skills and abilities needed to achieve these goals. Person Centered Planning depends on the commitment of a team of individuals who care about the focus person. These individuals take action to make sure that the strategies discussed in planning meetings are implemented.

Purpose

To look at an individual in a different way.
To assist the focus person in gaining control over their own life.
To increase opportunities for participation in the community.
To recognize individual desires, interests, and dreams.
Through team effort, develop a plan to turn dreams into reality.

Who is involved in person centered planning?

The focus person and who ever they would like can be involved. It is best when there is a facilitator and a person to record what is being shared. The facilitator should be a person that is neutral and unbiased, leads the group through the process, handles conflict and assures equal opportunity for all to participate. Others that may be included are parents/guardians, other family members, friends, professionals, and anyone else who has a personal interest in the person.

Where is person centered planning done?

At focus person's home or somewhere comfortable, informal and hospitable.

When should person centered planning take place?

At anytime in a person's life. It is best done before transition services are determined. person centered planning can be a very useful tool to develop the transition plan.

Tools needed for person centered planning

A flip chart or large pieces of paper to record the information shared. Several different colored markers.

The Steps of Person Centered Planning

1. Develop a history or personal life story of the focus person. This is accomplished by everyone sharing past events in the person's life. The focus person's parents and family may share the largest amount of this information. Things such as background, critical events, medical issues, major developments, important relationships, etc., may be shared.

2. Description of the quality of the focus person's life is shared next. This may be accomplished by exploring the following: Community participation, community presence, choices/rights, respect and competence.

3. Personal preferences of the focus person. Things the focus person enjoys doing. Also including the things that are undesirable to the person.

The meeting to develop the personal profile usually occurs several days before the planning meeting so the participants have time to reflect on what is shared. The meeting, which takes about two hours, may use graphic symbols in place of words to help stimulate creativity and encourage participation.

The Next Step...the planning meeting

1. Reviewing the personal profile. The group at this point has the opportunity to make additional comments and observations.

2. Review trends in the environment. Identify ongoing events that are likely to affect the focus person's life.

3. Share visions for the future. Through brainstorming participants are challenged to imagine ways to increase opportunities.

4. Identify obstacles and opportunities. Things that make the vision a reality.

5. Identify strategies. Action steps for implementing the visions.

6. Getting started. Identifying action steps that can be completed within a short time.

7. Identify the need for service delivery to be more responsive to individual needs.

For a plan to be successful it is best if:

The people have a clear and shared appreciation of the talents and capacities of the focus person.
People have a common understanding of what the focus person wants.
The group involved agree to meet regularly to review activities.
The group include a strong advocate or family member assuring that the interest of the focus person is being met.
That the group include a person committed to making connection to the local community.

This is the beginning of a process that continues throughout a lifetime. Not a product.

Resources

Cornell University's Person Centered Planning Education Site

Institute on Community Inclusion Brief, More Than Just a Job: Person-Centered Career Planning

It's My Choice : A self-guided workbook on person-centered planning by William T. Allen published by the MN Governor's Council on Developmental Disabilities. Included is a Housing Checklist.

Think & Plan is an interactive site that allows you to view and access person-centered thinking tools, and fill them out, and print them.

The Learning Community for Person-Centered Practices
The Learning Community for Person-Centered Practices is an international community that started with the development of Essential Lifestyle Planning by Michael Smull and Susan Burke-Harrison. Their focus is sharing knowledge about supporting people in getting the lives they want by developing and disseminating practical tools to people with disabilities, their families and professionals.

Person Centered Future Plans This resource from the Arc helps individuals with intellectual and developmental disabilities and their families plan for supports needed throughout all stages of life, especially after the parent or caregiver is no longer able to provide support in the future.

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Person-Centered Planning - National Parent Center on Transition and Employment

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Person Centered Planning is an ongoing problem-solving process used to help people with disabilities plan for their future. In person centered planning, groups of people focus on an individual and that person's vision of what they would like to do in the future.

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Texas Project First - Self Determination

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Texas Project First - Self Determination

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en Español * Share *
"Self-Determination. Be Reasonable. Do it my way." - seen printed on a post-it note on the desk of a leading self-advocate in Holland, Michigan.
We all have a desire to lead self-determined lives...lives in which we have choice and opportunity, and the freedom to choose for ourselves. It's no different for people with disabilities. Does your child experience self-determination in his or her life? The opportunities for self-determination begin early. The more experience we provide our children, the better prepared they will be for the choices of adulthood.
What is Self-Determination?
Self-Determination is a broad term that describes an individual's right to make choices about their own lives, to have the same rights and responsibilities as everyone else, and to speak and advocate for themselves. Self-Determination is not the same as self-advocacy, although the two go hand-in-hand. For more information on self-advocacy, . The right to self-determination is not dependent on age or disability. Children obviously need guidance in making choices for themselves, but need practice and experience with decision-making nonetheless. Many people with disabilities may need the assistance of those who know and care about them to truly live a self-determined life, but they can and should have the same opportunities for decision-making as any other person without a disability.
What Parents Need to Know 5 principles of self-determination 1. Freedom: The freedom to make basic choices in one's life. Even very young children can and should practice making choices. For example: 2. Authority: Control over one's life, particularly one's finances. There are many ways to assist a person with a disability to manage their own finances, or participate in the management of their money. For example:

1. Your 3-year-old makes a choice between 2 kinds of cereals for breakfast, 2 different choices of toys to play with, or 2 choices of bedtime stories.

2. Your 8-year-old chooses between several types of food options (particularly at a restaurant!), ways to spend his/her free time, or friends with whom he/she prefers to spend time.

3. Your 13-year-old is included in the decision-making process of scheduling elective classes at junior high, or extracurricular activities in which to become involved.

4. Your 17-year-old is included in the decision-making process regarding his/her transition from high school to the adult world.

1. Wells Fargo banking has created a free interactive money management educational program, designed to meet the needs of a variety of abilities and ages. Find it at: http://www.handsonbanking.org/

2. There are a variety of technologies available to assist with money management, even for those who have limited math skills. One example: http://www.readingmadeez.com/products/TalkingCheckbook.html

5. Confirmation: Proof of your importance, the role you play in the lives of others. When we realize that we matter, our lives take on a whole new meaning and significance. Your child needs it as much as you do! To learn more: Beach Center (University of Kansas)
3. Support: Organizing the people who support you to live your life, in a way that makes sense for you. Many people with disabilities need support from others to do the things that are important to/for them. Allowing the individual to have as much control as possible over who provides the support and how they provide it is crucial to self-determination.

4. Responsibility: With freedom and authority comes responsibility. Don't let your child's disability stand in the way of taking responsibility in ways that make sense for him/her! Disability should never be an excuse.
Center for Self-Determination
Before you leap to the conclusion that self-determination is an impossible concept for your child, we encourage you to learn more. Self-determination will (and should!) look different for every individual. Self-determination is an unending destination, with many baby steps in the journey. Self-determination begins at birth and, with support and opportunity, can carry your child to a more self-determined life as an adult with a disability.
National Gateway to Self-Determination National Technical Assistance Center on Transition (NTACT)

A Parent's Guide to the Self-Determined Learning Model for Early Elementary Students

It's My Future

Ten Steps to Self-Determination

What is Self-Determination and Why is it Important

The Center for Appropriate Dispute Resolution in Special Education (CADRE) - Your Journey to Self-determination Accessible Online Learning Series

Garrett Center on Transition & Disability Studies (Sam Houston State University) - Parent resources include strategies for building self-determination skills in children and young adults.

PACER's National Parent Center on Transition & Employment - Developing self-determination skills, mentoring and family support

Syracuse University, Center on Human Policy - Fact Sheet: Summary of Self-Determination

Texas Statewide Leadership for Autism Training - Self-Advocacy and Self-Determination (video)

Virginia Dept. of Education - I'm Determined

Zarrow Center (University of Oklahoma) - Self-Determination Assessment Tools

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en Español * Share * "Self-Determination. Be Reasonable. Do it my way." - seen printed on a post-it note on the desk of a leading self-advocate in Holland, Michigan. We all have a desire to lead self-determined lives...lives in which we have choice and opportunity, and the freedom to choose for ourselves.

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The Institute on Person-Centered Practices

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The Institute on Person Centered Practices uses a person-centered framework to support people with disabilities, and other people who are marginalize from their communities to live their lives as they define them. We do this by offering training and technical assistance on person centered practices with a wide range of organizations that support people to be included in their communities, family members and people with disabilities. We believe we must take it to scale by embedding person centered practices in the fabric of organizations that support people to maximize impact that leads to positive life changes. Further, to offer training and support directly to people to develop plans that guide outcomes based on what is important to them.

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The Institute on Person Centered Practices uses a person-centered framework to support people with disabilities, and other people who are marginalize from their communities to live their lives as they define them. We do this by offering training and technical assistance on person centered practices with a wide range of organizations that support people to be included in their communities, family members and people with disabilities.