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What Does Person And Family Centered Program Design Include?

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What Does Person And Family Centered Program Design Include?

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Transition stakeholders can assist students in making a person-centered program by...

Providing classes and programs inside and outside of school that align with students’ future goals, personal strengths and interests, and family values

Facilitate meetings with advocates and professionals outside of school to build relationships and networks with others who can help after high school

Set up internships, job shadowing or work experiences that align with students’ goals and interests

Provide students with options outside of school, such as hobbies and volunteering, to encourage community involvement

What Can Person And Family Centered Program Design Do For You?

When a transition team supports a family, a student will have...

Academic Options

Participating in programs in high school and after graduation that help build skills for future employment.

Employment Options

Getting involved in different types of work experiences before graduation so students may determine which experiences align with their work styles and preferences and help them explore strengths they might not have known they had before.

Living Options

Creating a plan that will help students define what “home” means to them by exploring various living options and knowing how to apply for them.

Self-Determination

Assisting students in learning about their strengths, needs, priorities and personality will allow them to continue to make choices where they will move towards their goa

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Step 1 - prepare to map

Identify purpose/objective for mapping

What method will you use to map (my google map, spreadsheet (database), list, etc

Who will be involved (family members, teachers, community members)

Step 2 - identify community resources

Investigate resources that exist in the community

Step 3 - connect with resources

Learn about available resources

Identify overlapping and missing resources

Action plan how to partner with organizations

Step 4 - match resources to students

Match resources with students individual needs

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Information on career exploration

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PA Inclusive Higher Education Consortium

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PA Inclusive Higher Education Consortium

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We are a collaboration of higher education institutions dedicated
to designing and supporting campus settings to facilitate an inclusive
education for young adults with intellectual disabilities.

Opening Doors to College Film and Premiere Webinar

Consortium Members

PIHEC is a collaboration of higher education institutions dedicated to designing and supporting campus settings to facilitate an inclusive education for young adults with intellectual disabilities. The overarching vision of the Consortium is to develop settings in which education, authentic social experiences, independent living, and integrated competitive employment can be accessed by young adults with intellectual disabilities within inclusive and supportive environments.

From Twitter

A sure sign that Inclusion happens @millersvilleu is when @VillePresident cannot contain his excitement when hanging with students and making things more accessible @TPSIDPA @thinkcollegeICI

Grab your popcorn and head on over to our @TPSIDPA YouTube Channel to check out 3 new videos of a former MU graduate! https://t.co/JS1Nm6ygiB

Yes, our Consortium friends should take a look below👇🏻@TPSIDPA @PaDDCouncil @PEALCenter @ACHIEVA @Keystone_KHS @inclusionchick https://t.co/zDHY3NO7Xr

From Facebook

Promoting & Supporting Authentic Inclusive Postsecondary Education

The Pennsylvania Inclusive Higher Education Consortium (PIHEC) has been created by Millersville University in collaboration with Penn State
Harrisburg and Mercyhurst University. The PIHEC is funded by the U.S. Department of Education through the acquisition of a Transition and
Postsecondary Programs for Students with Intellectual Disabilities (TPSID) grant.

Copyright © 2021 PIHEC, All Rights Reserved.

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We are a collaboration of higher education institutions dedicated to designing and supporting campus settings to facilitate an inclusive education for young adults with intellectual disabilities. Opening Doors to College Film and Premiere Webinar PIHEC is a collaboration of higher education institutions dedicated to designing and supporting campus settings to facilitate an inclusive education for young adults with intellectual disabilities.

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Pre-Employment Transition Services (Pre-ETS) can help individuals learn about themselves, practice work skills, explore training options and choose a job.

1. Job Exploration Counseling

2. Work-Place Readiness Training

3. Self-Advocacy Instruction

4. Work Based Learning

5. Counseling on Post-Secondary Education

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Top points from the benefit counselling toolkit

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Top points from the benefit counselling toolkit

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BSE/OVR - Benefits Counseling Toolkit for Educators and Families

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Why Is Disability Awareness An Important Skill To Teach Students?

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Why Is Disability Awareness An Important Skill To Teach Students?

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Some students may find it necessary to disclose their disability to an employer or college professors. They might do so to secure needed job/education accommodations or to prevent potential challenges.

Disability disclosure is just one aspect of a person with a disability advocating for their needs

A student who has strong self-advocacy skills may feel more comfortable discussing the impact of their disability with an employer

Students will self-advocate what they need to be successful

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An overview of apprenticeship, tips from employers, and what skilled trades are in high demand

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Graphic on the importance of family buy in to SLIEPs 

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Graphic on the importance of family buy in to SLIEPs 

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Simple map of examples of student participation and increasing involvement over time.

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Educators help students with disabilities develop self-determination skills by:

Using person-centered planning to support students in establishing their own transition goals, including postsecondary education, career and independent living;

Creating and maintaining a system that supports family involvement and empowers families to support the self-determination;

Ensuring that students are actively involved in Individualized Education Program (IEP) meetings that include teachers, families, vocational rehabilitation (VR) program counselors and other agency representatives as appropriate; and

Engaging students to jointly plan their comprehensive, rigorous education programs, with appropriate conditions/accommodations for learning, and their VR transition and pre-employment transition services programs that ensure they have a successful pathway to independence and competitive integrated employment beyond high school.

Developing Self-Determination Skills

Self-determination activities are those that result in students with disabilities having the ability, opportunity, authority and support to:

Communicate and makes personal decisions;

Communicate choices and exercise control over the type and intensity of services, supports and other assistance they receive;

Control resources to obtain needed services, supports and other assistance;

Participate in, and contribute to, their communities; and

Advocate for themselves and others, develop leadership skills through training in self-advocacy and play a key role in their own futures.

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This is the third blog in a series of blog posts on secondary transition from the Office of Special Education and Rehabilitative Services ().
Expect, Engage, and Empower: Successful Transitions for All!
Blog Post #3

December is a busy month. Preparing for and enjoying the holidays. Planning, shopping, baking and decorating. Traveling and spending time with family and friends in the community and places of worship.

December is also an important month for secondary transition for youth in their last year of high school.

Some know college or other postsecondary education is their next step. For them, it is the month of finishing up and submitting applications to programs starting in Fall 2024. For some, they may be receiving early decision letters from colleges and universities. For others, December may be the month when they begin to make decisions about their futures, including finding or expanding their work opportunities and independent living.

For most youth, they will be making decisions about themselves for themselves. Young adults at the age of majority are personally and legally responsible for their decisions, but successful, seamless secondary transition does not wait until age of majority to teach decision-making.

Future success for individuals with disabilities depends on a foundation of high expectations. When youth view themselves as able, and are optimistic for their futures, they are motivated to strive for the adult lives they imagine.

Building and fortifying this inner strength should begin as early as possible for students with disabilities, as it should for all students. Those closest to students-their families, friends, mentors and teachers-all add bricks to the foundation.

Self-Determination and High Expectations

Growing up, Dr. Vinchelle Hardison spent much of her childhood in pediatric hospitals due to multiple disabilities and developed a desire to care for children in similar situations.

She began her practice as a medical doctor at Nationwide Children's Hospital in Columbus, Ohio, June 24, 2021, after receiving services from Missouri Vocational Rehabilitation (MVR). MVR helped fund her education, educational supplies, certification testing, and provided guidance and counseling over 12 years.

Hardison attributed her drive to succeed and self-determination to her mother, who raised her to believe she had the ability and strength to achieve her dreams.

Indeed, research demonstrates that students with disabilities improve their performance and outcomes when they are held to high expectations and have access to the general education curriculum. By offering and supporting challenging objectives, educators and vocational rehabilitation counselors can have major roles in helping students with disabilities create their foundations of self-determination.

"There is no greater disability in society,
than the inability to see a person as more."
- Robert M. Hensel

Educators help students with disabilities develop self-determination skills by:

Using person-centered planning to support students in establishing their own transition goals, including postsecondary education, career and independent living;

Creating and maintaining a system that supports family involvement and empowers families to support the self-determination;

Ensuring that students are actively involved in Individualized Education Program (IEP) meetings that include teachers, families, vocational rehabilitation (VR) program counselors and other agency representatives as appropriate; and

Engaging students to jointly plan their comprehensive, rigorous education programs, with appropriate conditions/accommodations for learning, and their VR transition and pre-employment transition services programs that ensure they have a successful pathway to independence and competitive integrated employment beyond high school.

Developing Self-Determination Skills

Self-determination activities are those that result in students with disabilities having the ability, opportunity, authority and support to:

Communicate and makes personal decisions;

Communicate choices and exercise control over the type and intensity of services, supports and other assistance they receive;

Control resources to obtain needed services, supports and other assistance;

Participate in, and contribute to, their communities; and

Advocate for themselves and others, develop leadership skills through training in self-advocacy and play a key role in their own futures.

Eric Choi is an example of what can be achieved through self-determination. Choi led an active life until one day he flew over his bike's handlebars and broke his neck. While he was in the hospital, Choi had an interpreter come in to help his wife understand his injuries. Being bilingual, Choi realized his potential to become an interpreter as a new vocation.

With counseling, guidance and assistive technology from the Virginia Department for Aging and Rehabilitative Services (DARS), Choi launched his career as a contract Korean interpreter, allowing him to work independently and set his own schedule. "It gives me pride and self-confidence that my disability is not limiting myself and my family financially, and there's a lot more potential down the road," said Choi.

Even though Choi acquired a disability as an adult, he exemplifies why it is important for students with disabilities to work on self-determination skills and what can come from their self-determination.

All students can benefit from self-determination activities and exercising informed choice. Schools can help foster self-determination and VR agencies can enhance career decision-making to assist students with disabilities, including those with the most significant disabilities, to achieve their desired secondary school and post school goals.

"High achievement always takes the place in the
framework of high expectation."
- Charles Kettering

We hope you take time this month to renew the focus on supporting self-determination of all children, youth and young adults with disabilities. Happy Holidays!

Thank you!

Valerie C. Williams
Director
Office of Special Education Program

Carol L. Dobak
Deputy Commissioner
Delegated the authority to perform the
functions and duties of the Commissioner
Rehabilitation Services Administration

Vocational Rehabilitation Success Stories provided by state VR programs through their annual reports.

Blog articles provide insights on the activities of schools, programs, grantees, and other education stakeholders to promote continuing discussion of educational innovation and reform. Articles do not endorse any educational product, service, curriculum or pedagogy.

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Office of Special Education and Rehabilitative Services Blog

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This is the third blog in a series of blog posts on secondary transition from the Office of Special Education and Rehabilitative Services ( ). December is a busy month. Preparing for and enjoying the holidays. Planning, shopping, baking and decorating. Traveling and spending time with family and friends in the community and places of worship.

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Questions for Exploring Family Engagement in Transition Planning

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Questions for Exploring Family Engagement in Transition Planning

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What are ways that family members can be involved in transition planning?

How can barriers for family engagement be identified and removed?

How can transition teams welcome, encourage, and build family engagement in the transition process?

Are teams building family leadership opportunities and voice into the transition framework process?

Do family members know about their student’s goals and the classes and programs that they participate in?

Is the shared information given in a family friendly format and a variety of ways?

How can families prepare for meetings to discuss transition planning?

What community connections can be made with the family to help them be prepared and included?

What improvements can be made in the communication process with families?

What tools are teams using to accurately assess family perspectives and engagement?

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Slides 7, 9, and 10

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Could the Youth engagement Specialists create a group for students/ events? 

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Could the Youth engagement Specialists create a group for students/ events? 

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https://thinkcollege.net/college-search

The only directory of its kind, Think College Search features information on 328 postsecondary education programs for students with intellectual disability.

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Today, Tomorrow, and Beyond_ SLIEP Assessment of PracticesEditedFillable.pdf

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-Stress "clearly defined behavior"

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Integrated Studies Program

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Would it be possible to have some time to walk through how best to leverage this as a step-by step model?

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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The United States Social Security Administration | SSA

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

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Is there a publication/ resource to help families understand how to sign up, the required guardian feature, and embedded groups that may be designed for students.

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College of Education and Human Development, Institute on Disabilities

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Develop academic ability, career aspirations, work skills, and independence at Temple University. As Leadership & Career Studies students, young adults with intellectual and developmental disabilities take academic courses, explore college life, and develop career experiences based on their interests and goals.

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PA Family Network January Events

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Info on support service waivers

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Support Services Waivers — or simply waivers — is a shortened term for Medicaid Home and Community-Based Waiver Programs. These programs provide funding for supports and services to help you to live in your home and community. Waivers offer an array of services and benefits such as choice of qualified providers, due process, and health and safety assurances.

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2024 Summer Academy for Students who are Deaf or Hard of Hearing 

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2024 Summer Academy for Students who are Deaf or Hard of Hearing 

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PEAL Center (transition training & individual support)

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PEAL Center (transition training & individual support)

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www

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Paid work experience through OVR

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PACTA Education and Workforce Development Symposium

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PACTA Education and Workforce Development Symposium

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A focus on existing, and developing new pathways into career.

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Students entering the workforce of tomorrow will face challenges much different than workers of the past. These challenges will impact new workers whether they enter the workforce directly from high school or after earning a two- or four-year degree. Schools and workforce agencies must work to develop new pathways to help students. Local, state and national leaders will present best practices to help students be career ready.

TENTATIVE AGENDA

Thursday, February 8, 2024

Friday, February 9, 2024

ACCOMMODATIONS

A block of rooms has been reserved at a special rate of $182 single or double occupancy. Individuals are responsible for making their own hotel reservations by calling 855-729-3108 or on-line at: https://reservations.hersheypa.com/HRSApp/HRSHome?groupCode=PACTA2024L&venue=hersheyLodge

Please identify yourself as part of the PACTA Pathways to Career Readiness Symposium to receive the special rate. Make your reservations by December 22, 2023.

REGISTRATION

Registration is $210 per person.
One day registration is $105.
To register on-line go to www.pacareertech.org.
Registration deadline is January 26, 2024.
No refunds will be given after February 2, 2024.

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PACTA Education and Workforce Development Symposium

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Students entering the workforce of tomorrow will face challenges much different than workers of the past. These challenges will impact new workers whether they enter the workforce directly from high school or after earning a two- or four-year degree. Schools and workforce agencies must work to develop new pathways to help students.

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Assisting Families in Applying for Health Insurance

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Assisting Families in Applying for Health Insurance

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2024 Summer Academy for Students with Blindness/Visual Impairments

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2024 Summer Academy for Students with Blindness/Visual Impairments

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Who decides the age of majority

The age of majority in your state

What the transfer of parental rights means for parents, youth with disabilities, and school systems

Tips for parents

Concerns about competency: IDEA’s special rule

What about guardianship and other options?

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

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

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

Who Decides the Age of Majority?

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

What's the Age of Majority in Your State?

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

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

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

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

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

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

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

Giving signed consent for re-evaluation and changes in placement

Deciding whether or not to continue his or her education

Requesting mediation or other ways to resolve disputes

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

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

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

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

Foster a team approach that involves your son or daughter.

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

This tip sheet offers suggestions for doing just that.

Tips for Parents

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

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

Lay the foundation for the coming age of majority

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

Paying your bills

Getting a copy of your social security card and birth certificate

Managing your own health care

Living independently

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

Registering to vote

Registering for the selective service (males only)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Concerns about Competency: IDEA's Special Rule

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

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

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

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

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

What about Guardianship and Other Options?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Other Tip Sheets in This Series

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

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

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

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

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

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

Cooperative agreement references | This document was developed by the:

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

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

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

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

OSEP Project Officers | Carmen Sánchez and Dr. Selete Avoke

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

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

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Thursday February 22, 2024 11:45 AM - 3:00 PM - PaTTAN - EAST

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Approaches:

Peer networks

Peer support arrangements

Stay-Play-Talk

Recess-based approaches

Strategies for students who use AAC

Paraprofessional facilitation strategies

Class-wide peer acceptance efforts

Cooperative learning

Peer partner programs

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The Power of Peers: Introduction to the Peer Engagement Implementation Guides

Relationships are a defining feature of inclusive education. Schools that are committed to inclusion provide numerous forums for students with and without disabilities to learn together in ways that lead to rich social interactions and new friendships. The interactions students have with each other-within and beyond the classroom-promote meaningful learning, provide considerable enjoyment, and help students develop a sense of self and of belonging. As students work together on assignments, talk and laugh in the cafeteria, play on the playground, and connect outside of school, they develop skills and knowledge that are so important to their growth. Anything described as being "inclusive" must be rich with relationships.

Students with significant cognitive disabilities often need additional opportunities and support to develop these vital peer relationships. In other words, the emergence of friendships is not guaranteed simply because students with and without disabilities attend the same class or school. Location matters, but it is not all that matters. Research addressing inclusive education suggests six areas that should be considered when fostering peer relationships (Biggs & Carter, 2017; Biggs & Snodgrass, 2020; Brock et al., 2020):

All students should be considered full-fledged members in their classes and school.

Students with and without disabilities need regular opportunities to spend time together in both formal and unstructured ways.

Students with significant cognitive disabilities will benefit from learning social, communication, and other skills that can enhance how they are able to interact and participate in shared activities with peers.

Peers without disabilities will benefit from receiving guidance on how best to communicate with, support, include, and collaborate with their fellow students who have disabilities.

Educators must be strategic about providing instruction and support in ways that facilitate, rather than hinder, equal-status peer relationships.

Schools must remove any barriers that keep these other five areas from happening.

These six areas should all receive ongoing attention within schools that are striving to improve the quality and impact of inclusive education.

Peers can have an influential role in promoting inclusive education for students with significant cognitive disabilities at their school. There is good reason for schools to leverage the availability of peers as a natural source of support for students with disabilities. Peers are present in every typical school. They are capable of providing a wide range of academic, social, and practical support. They represent a less intrusive form of assistance than the pervasive use of one-to-one paraprofessionals. And, they are usually quite willing and interested in contributing their time and effort in a wide variety of ways. Because peers also benefit from getting to know their schoolmates with disabilities, peer engagement is a win-win-win proposition. It is good for students with disabilities, good for their peers, and good for the educators who serve both.

How can schools promote peer engagement across settings and throughout the school year? What would it look like to do this work well? A growing toolbox of educational interventions can be drawn upon by educators to promote relationships and inclusive education in their school. Below are nine of these very powerful approaches:

Peer networks

Peer support arrangements

Stay-Play-Talk

Recess-based approaches

Strategies for students who use AAC

Paraprofessional facilitation strategies

Class-wide peer acceptance efforts

Cooperative learning

Peer partner programs

Some of these approaches incorporate peer-mediated interventions in which peers are invited, prepared, and guided by adults to support students with disabilities in various settings. Others focus on changing the classroom or school environment in ways that encourage social connections and shared activities. Most incorporate a combination of both. Each of these nine approaches are feasible to implement in typical schools. Likewise, each can be effective at improving the educational experiences and outcomes of students with significant cognitive disabilities and their peers without disabilities.

Overview of the Peer Engagement Guides

We invited leading experts to share their expertise on implementing these nine educational interventions to promote meaningful engagement and relationships among students with and without disabilities. They created short, practical implementation guides based on their extensive experience working with local schools. All of the guides follow a common structure by addressing:

an overview of the approach and its goals;

how school teams can collaborate in all aspects of its delivery;

the importance of careful planning;

strategies for implementing each approach with students with disabilities and their peers;

ways of evaluating outcomes for students with disabilities, peers, and others in the school;

recommendations for expanding and sustaining a school's efforts;

considerations for adapting the approach based on the needs of diverse students;

case examples to illustrate each approach in action, and

additional resources for readers.

The guides also include forms or resources that can be used when implementing the practice.

In addition, the Decision-making Guide on the next page is useful for determining which approach, or combination of approaches, to use.

Acknowledgments

All rights reserved. Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:

TIES Center is supported through a cooperative agreement between the University of Minnesota (# H326Y170004) and the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. The Center is affiliated with the National Center on Educational Outcomes (NCEO) which is affiliated with the Institute on Community Integration (ICI) at the College of Education and Human Development, University of Minnesota. The contents of this report were developed under the Cooperative Agreement from the U.S. Department of Education, but do not necessarily represent the policy or opinions of the U.S. Department of Education or Offices within it. Readers should not assume endorsement by the federal government. Project Officer: Susan Weigert

The National Center on Educational Outcomes (NCEO) leads the TIES Center partnership. There are six additional collaborating partners: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North-Carolina-Charlotte, and University of North Carolina-Greensboro.

TIES Center, University of Minnesota, Institute on Community Integration, 2025 East River Parkway, Minneapolis, MN 55414Phone: 612-626-1530
www.tiescenter.org
This document is available in alternate formats upon request.

The University of Minnesota is an equal opportunity employer and educator.

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TIES Peer Engagement Practice Guides | The Power of Peers: Introduction to the Peer Engagement Implementation Guides

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Relationships are a defining feature of inclusive education. Schools that are committed to inclusion provide numerous forums for students with and without disabilities to learn together in ways that lead to rich social interactions and new friendships.