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

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Self-Advocacy and the Transition to College 

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Self-Advocacy and the Transition to College 

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Transition Elevated- Utah Student Transition Planning App 

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Transition Elevated- Utah Student Transition Planning App 

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

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Webinars Student Led IEP Resources YES! Center Two-Part Webinar Series Student-Led IEP Meetings, Part I: The Importance of Including Students in their

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

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

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University of Alaska Center for Human Development

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Difabilities: A Self-Advocacy and IEP Curriculum for Students 

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Difabilities: A Self-Advocacy and IEP Curriculum for Students 

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Difabilities: A Self Advocacy and IEP Curriculum for Students

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

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

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

Unit Six (Optional): Learning Styles

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

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

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

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A Self-Advocacy Curriculum for Students with Autism Spectrum Disorder

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National Collaborative on Workforce and Disability

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NCWD/Youth Video Features Youth Action Council on Transition

NCWD/Youth has released a video about the National Youth Action Council on Transition (YouthACT). In the video, youth and adults representing the three cohorts who have partnered through the YouthACT initiative share their hopes for youth, their accomplishments, and their perspectives on working together. YouthACT is a national initiative to get more youth with disabilities and their allies involved as leaders who partner with adults and organizations to improve opportunities for youth to succeed in life. Learn more about YouthACT at http://www.ncwd-youth.info/YouthACT-Profiles.

411 on Disability Disclosure Video (4:11)

Youth with disabilities discuss how the decisions to disclose their disabilities have affected them at school, at work, and in social situations. This video is a companion to the publication, The 411 on Disability Disclosure: A Workbook for Youth with Disabilities.

Disability Disclosure at School - Clip #1 from 411 on Disability Disclosure Video (1:42)

Youth describe why they decided to disclose their disability at school and how they obtained accommodations related to their education.

Disability Disclosure at Work - Clip #2 from 411 on Disability Disclosure Video (1:37)

Youth describe why they decided to disclose their disability at work and how they requested accommodations from their employers.

Disability Disclosure is Your Choice - Clip #3 from 411 on Disability Disclosure Video (1:08)

Youth talk about how they feel about disclosing their disability to other people.

Making the Move to Managing Your Own Personal Assistance Services (PAS) Video (4:20)

Youth with disabilities discuss how they use personal assistance services (PAS) and what's involved in finding and managing their own services. This video is a companion to the publication, Making the Move to Managing Your Own Personal Assistance Services (PAS): A Toolkit for Youth with Disabilities Transitioning to Adulthood.

Clip #1 from the Personal Assistance Services Video

Youth talk about the personal assistance services that they use.

Clip #2 from the Personal Assistance Services Video

Youth talk about moving out on their own and how personal assistance services allow them to live independently.

Clip #3 from the Personal Assistance Services Video

Youth talk about the process of finding and selecting a personal assistant.

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NCWD/Youth has released a video about the National Youth Action Council on Transition (YouthACT). In the video, youth and adults representing the three cohorts who have partnered through the YouthACT initiative share their hopes for youth, their accomplishments, and their perspectives on working together.

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Comparison of the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act (Section 504), & The Americans with Disabilities Act (ADA)

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Contact Lavinia Gripentrog for a free account- lavinia.gripentrog@schools.utah.gov
Prepare your students to meet the demands of today’s competitive workplace with VirtualJobShadow.com’s 21st century career exploration solution.

VirtualJobShadow.com is a cost-effective resource for any school or district that wants to provide its students with the benefits of job shadowing and comprehensive career exploration.

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Empower today's youth to become tomorrow's globally-conscious professionals with our interactive, multimedia career education platform, VJS Junior.

This platform is a powerful tool elementary educators can use to promote their students' personal and academic growth. By detailing a wide range of jobs within 17 Career Clusters, it encourages all students to become invested in their futures. By underscoring the relationship between academic coursework and career opportunities, VJS Junior motivates students to become dedicated learners. By stressing the value of every individual's unique strengths, it helps teachers cultivate their students' self-confidence.

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Career Exploration for Every Stage of Development

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Empower today's youth to become tomorrow's globally-conscious professionals with our interactive, multimedia career education platform, VJS Junior. This platform is a powerful tool elementary educators can use to promote their students' personal and academic growth. By detailing a wide range of jobs within 17 Career Clusters, it encourages all students to become invested in their futures.

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These modules will focus on increasing self-awareness and improving your ability to pay attention and focus, which are related to the skills of executive functioning. Specific cognitive behavioral and mindfulness strategies will be offered that you can immediately use to: - organize your school work - pay attention more fully while studying or in class - initiate school tasks more readily - minimize distractions and procrastination

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Student Activities
Teens and Money
How Fashion Designers Use Math
Soft Skills to Pay the Bills (see post below)

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T-Folio is a free transition portfolio tool for high school age youth with disabilities. It is designed to guide youth in exploring, identifying, and planning for their desired post-school goals. This tool represents a compilation of activities and products showcasing each youth’s ongoing transition process. It is their individual story of who they are, where they have been, and where they are headed after high school.

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What is EnvisionIT?EnvisionIT (EIT) is a free, evidence-based, standards-aligned, college and career readiness curriculum for 21st century students in middle and high school. EIT is a teacher-guided, digital curriculum for students with and without disabilities focused on helping students develop key literacy and career skills needed for the 21st Century workplace.The EnvisionIT curriculum is designed to teach fundamental 21st Century skills to students with and without disabilities in 4 key competency areas:Transition Planning/Career ReadinessInformation Technology (IT) LiteracyReading/WritingFinancial Literacy

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What is EnvisionIT?EnvisionIT (EIT) is a free, evidence-based, standards-aligned, college and career readiness curriculum for 21st century students in middle and high school. EIT is a teacher-guided, digital curriculum for students with and without disabilities focused on helping students develop key literacy and career skills needed for the 21st Century workplace.The EnvisionIT curriculum is designed to teach fundamental 21st Century skills to students with and without disabilities in 4 key competency areas:Transition Planning/Career ReadinessInformation Technology (IT) LiteracyReading/WritingFinancial Literacy

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What is EnvisionIT? EnvisionIT (EIT) is a free, evidence-based, standards-aligned, college and career readiness curriculum for 21st century students in middle and high school.

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Prepare your students for the workplace with the skills they will learn in The Job Readiness Workshop. This 10-part workshop series teaches students the basic skills necessary to be successful in the workplace.

The Job Readiness Workshop curriculum was developed based on USOR need, national research on youth with disabilities and employment, and successful job clubs. The workshops are designed to educate students with disabilities on self- discovery, job-readiness, job-seeking, and job-keeping.

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Prepare your students for the workplace with the skills they will learn in The Job Readiness Workshop. This 10-part workshop series teaches students the basic skills necessary to be successful in the workplace.

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"Skills to Pay the Bills: Mastering Soft Skills for Workplace Success," is a curriculum developed by ODEP focused on teaching "soft" or workforce readiness skills to youth, including youth with disabilities. Created for youth development professionals as an introduction to workplace interpersonal and professional skills, the curriculum is targeted for youth ages 14 to 21 in both in-school and out-of-school environments. The basic structure of the program is comprised of modular, hands-on, engaging activities that focus on six key skill areas: communication, enthusiasm and attitude, teamwork, networking, problem solving and critical thinking, and professionalism.

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"Skills to Pay the Bills: Mastering Soft Skills for Workplace Success," is a curriculum developed by ODEP focused on teaching "soft" or workforce readiness skills to youth, including youth with disabilities. Created for youth development professionals as an introduction to workplace interpersonal and professional skills, the curriculum is targeted for youth ages 14 to 21 in both in-school and out-of-school environments. The basic structure of the program is comprised of modular, hands-on, engaging activities that focus on six key skill areas: communication, enthusiasm and attitude, teamwork, networking, problem solving and critical thinking, and professionalism.

Introduction Materials

Soft Skill #1: Communication

The activities in this section will not only help participants practice and recognize how they provide information to others, but also help them consider how others may prefer to receive information. It is important to reinforce with participants that communication skills involve give and take - and they can, indeed, be learned and strengthened over time.

Soft Skill #2: Enthusiasm & Attitude

The activities in this section seek to teach participants about the importance of enthusiasm and a positive attitude in the workplace. Participants will hear strategies for turning negative thinking into positive thinking and displaying and discussing enthusiasm during an interview and on the job.

Soft Skill #3: Teamwork

The activities in this section seek to teach participants about the importance of teamwork to workplace success and the specific role each individual on a team may play. Participants will learn about positive teamwork behavior and discover how their own conduct can impact others on a team.

Soft Skill #4: Networking

The activities in this section focus on the process of networking and its relevance and importance to career development. Participants will learn about taking initiative and overcoming fear, informational interviewing, as well as potential guidelines to consider when using social networks, texting, and email for networking purposes.

Soft Skill #5: Problem Solving & Critical Thinking

The activities in this section focus on learning how to solve problems in a variety of ways in the workplace. Participants will hear about how to properly tell the difference among criticism, praise, and feedback and reacting appropriately. The section will also review strategies for making ethical decisions, solving problems on a team with others, and learning how to take into account others' perceptions when assessing actions or statements in the workplace.

Soft Skill #6: Professionalism

The activities in this section focus on each of the five individual soft skills presented in this publication (communication, enthusiasm/attitude, teamwork, networking, and problem solving/critical thinking), but in a broader framework. This is because professionalism, is not one skill but the blending and integration of a variety of skills.

Additional Materials

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"Skills to Pay the Bills: Mastering Soft Skills for Workplace Success," is a curriculum developed by ODEP focused on teaching "soft" or workforce readiness skills to youth, including youth with disabilities. Created for youth development professionals as an introduction to workplace interpersonal and professional skills, the curriculum is targeted for youth ages 14 to 21 in both in-school and out-of-school environments.

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Welcome to Pathways to the Future! This site is a collection of resources, tools and people to help students with disabilities, through the journey from youth to adulthood.

Your future begins now! It's never too early to start planning for your future and exploring pre-employment transition services.

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Who can help me?

WorkForce WV
Workforce WV offers valuable employment and training services to help you with your job hunt.

WV Division of Rehabilitation Services
WV Division of Rehabilitation Services counselors can help high school students with disabilities prepare and plan for their working future.

WV Adult Education
WV Adult Education helps adult learners gain skills needed to obtain a job, advance in their current job, or enter a new career field. The core academics include reading, mathematics, English, and computer skills.

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Who can help me? WorkForce WV Workforce WV offers valuable employment and training services to help you with your job hunt. WV Division of Rehabilitation Services WV Division of Rehabilitation Services counselors can help high school students with disabilities prepare and plan for their working future.

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

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Casey Life Skills (CLS) is a free tool that assesses the behaviors and competencies youth need to achieve their long term goals. It aims to set youth on their way toward developing healthy, productive lives. Examples of the life skills CLS helps youth self-evaluate include:

Maintaining healthy relationships

Work and study habits

Planning and goal-setting

Using community resources

Daily living activities

Budgeting and paying bills

Computer literacy

Their permanent connections to caring adults

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No, the old Casey Life Skills website is only available until April 10, 2022. After that time, using the new Casey Life Skills Toolkit will be the only way to administer CLS assessments.

Can my old account be used with the new system?

The new, downloadable Casey Life Skills Toolkit does not require you to create or maintain an account, although you will need to fill in contact details and agree to licensing terms in order to access the download. Since the new Toolkit does not use accounts or logins, your old Casey Life Skills account will not be used in the new system.

Will my data for all old CLS assessments be deleted in April or May?

You can preserve your data by downloading it from the old system using these steps: https://www.casey.org/media/CLS-Data-Download-Instructions.pdf. This download tool will be available for you to use until May 9, 2022, after which all data in the old system will be deleted. The earlier, April 11 deadline is when assessments can no longer be created in the old system, but you will still have about a month after the old assessment tool closes down in order to export data.

The new user agreement asks for someone with authority to enter a contract to sign the agreement. It also says it's non-transferable. So how do front line staff access the toolkit?

The agreement is with the organization that is going to use it. Someone with authority to bind that organization needs to sign it. Once the contract is signed, you will be able to download the toolkit content and use it within the organization (including front line staff). There is no password or username needed. However, you may not share or transfer the content of the toolkit outside your organization.

I'm not able to download the toolkit.

Please review the steps below to see if they address your issue:

Make sure that you are downloading the Toolkit using a modern browser such as Chrome, Edge, Safari, Firefox, or Opera. Internet Explorer is not supported at this time.

When completing the form in the download agreement popup, make sure that you have filled in all fields and that you have clicked the box beside "I Accept the Terms of the Agreement Above."

If you have tried using the download with a supported browser and confirmed that you've filled in all fields on the popup, please contact your internal IT department for further assistance. Some organizations may have security measures in place that prevent you from downloading or decompressing a *.zip file, which is the file format Casey Family Programs is using to distribute the Toolkit.

Even if you have security policies in place that block these types of downloads by default, your IT department may be able to work with you to develop an exception process -- for example, an IT administrator may be able to download the toolkit themselves and verify that it is safe, then distribute the Toolkit by email or secure file sharing within your organization. Other organizations may choose to fully rebuild CLS in their own survey and assessment tools, which is a permitted use (with attribution and without modification to the questions) under the terms of the new licensing agreement.

Whichever path you choose, it's important to begin developing these new IT processes as soon as possible, since the old Casey Life Skills website will not accept any new assessments after April 10, 2022.

Can I use the new toolkit online?

The new CLS toolkit is a downloadable set of PDFs and XLTX files that are intended to be used in desktop applications rather than online. The XLTX versionworks with Microsoft Excel and has the ability to score the assessment automatically (all the results can be viewed in the 'result' tab). The PDF version can be printed and hand scored. All hand scoring instructions are available in the Practitioner's Guide. The new licensing agreement for the CLS Toolkit does permit your organization to import the CLS questions (unaltered, and with attribution) into your own online survey or assessment tool. Building a new online version of CLS is a technical project that would most likely need to be undertaken by the administrators of your tools. Although Casey Family Programs is no longer participating in building online versions of CLS, we can offer some limited support if your IT department has specific questions about adopting this approach.

Are there bar graphs available in the new toolkit?

The old Casey Life Skills reporting features are being retired, since it would not be possible for Casey Family Programs to provide these reports without storing your agency's sensitive youth data. However, the new Excel spreadsheets included in the downloadable Toolkit do contain a tab called Results where youth responses are tabulated and depicted in a similar bar graph as well.

Where do we enter the new CLS assessment answers on the website?

The newest version of Casey Life Skills is only available as a downloadable PDF or Excel spreadsheet -- it is not being incorporated into the old Casey Life Skills website. To download the new Toolkit, go to https://www.casey.org/casey-life-skills. Please note that the old Casey Life Skills website is only available until April 10, 2022. After that time, using the new Casey Life Skills Toolkit will be the only way to administer CLS assessments.

Will I be able to email youth using the new system?

The old Casey Life Skills website included a feature that allowed you to email youth links to create accounts, take assessments, and view their results. Providing this service required Casey Family Programs to store personally identifiable information about youth. This online mailing functionality is being retired by April 11, 2022, in order to allow your organization to control how youth information is stored and used.

You can now use the Toolkit to send the same type of information to youth using your own systems, rather than using Casey Family Programs' systems to send and receive information on your behalf.

After you have downloaded the Toolkit and extracted its files, you may simply send youth a copy of the Excel spreadsheet version of the assessment as an attachment to one of your standard emails. After they have filled in the spreadsheet, they will be able to save the file and send it back to you as an attachment or upload it to a file sharing system owned by your organization. The spreadsheet also contains a Results tab that you and the youth can use to view and discuss their scores. Please consult with your IT department if you have questions about how best to securely send and receive Excel files.

Does Casey Life Skills offer a curriculum that addresses areas for improvement identified by the assessment?

Casey Family Programs has recently updated a list of recommended resources that you can use to follow up with youth who have taken the assessment. We have also provided a Skills worksheet that can help you and the youth develop a plan for their life skills development. These recommended resources are collected in our Resources to Inspire Guide, which you can find inside the new downloadable Toolkit. We have also provided suggestions in the Practitioner's Guide on how best to use the assessment results to help strengthen youth skills.

Is training available on administering Casey Life Skills?

Information on how to administer Casey Life Skills and how to score the assessment are contained in our Practitioner's Guide, which you can find inside the new downloadable Toolkit. If you still have practice-related questions after reviewing the guide, please fill out the "Feedback and support" form at https://www.casey.org/casey-life-skills, or email us at rteam@casey.org.

Is it possible to compare the results of two assessments taken by the same youth?

We do not currently offer reports that can compare two assessments taken by the same youth over a period of time. However, our new Toolkit ( https://www.casey.org/casey-life-skills/) does include Excel versions of the assessments that you can administer to youth. Once you have collected their responses in this new format, you can create new reports using Excel.

Can I use the new XLST version of the assessment with online spreadsheet applications such as Google Sheets?

The XLTX assessment files included in the Toolkit were created and tested in Microsoft Excel, which is available for both Windows and Apple devices. It is possible to open the files with Google Sheets. In Google Sheets, you may go to File > Open > Upload, then select the CLS file you would like to upload. When using Google Sheets for multiple assessments we recommend you use File > Make a Copy to generate a new, duplicate spreadsheet from a blank master file before distributing the survey link to a new respondent.

Please note that our technical support is not intended to be a recommendation for the adoption of any particular product, and you will still need to make your own judgement regarding the security and privacy of tools like Google Sheets following your organizational policies for managing youth data.

I don't have access to Microsoft Excel. Is there another program I can use instead?

The XLTX assessment files included in the Toolkit we created and tested in Microsoft Excel, which is available for both Windows and Apple devices. If you don't have access to Excel, however, there are free and open-source spreadsheet programs that will also work (for example, LibreOffice), with some differences in user experience. If you can't find an alternative spreadsheet program that you're willing to install on your device, we would recommend using the PDF format of Casey Life Skills, which can be printed and filled out by hand.

Can I upload the survey to an alternate survey platform such as Qualtrics or Survey Monkey?

Yes! The terms of the new licensing agreement allow you to upload CLS assessments into the survey platform of your choosing for non-commercial purposes, provided that you do not alter the questions and that you attribute Casey Family Programs as the developer of the survey. Please review our new licensing agreement for further terms.

At this time we are only offering CLS in an XLST or PDF format. If you would like to upload CLS using the native file format of another survey tool, the easiest way to accomplish this would most likely be to use Microsoft Excel to manipulate the XLST version of the assessment provided in our Toolkit and save your work as a CSV formatted for the platform you are targeting. At this time, we are not able to create CLS in alternate file formats, but we will try to help answer specific questions if you run into issues while creating your surveys.

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No, the old Casey Life Skills website is only available until April 10, 2022. After that time, using the new Casey Life Skills Toolkit will be the only way to administer CLS assessments.

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YES! Center My Life, My Goals My Future Webinar 

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YES! Center My Life, My Goals My Future Webinar 

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My Life, My Goals, My Future:Elevating the Student Self-Advocate Voice

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

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College of Education / Centers and Outreach / Zarrow / Transition Education Resources / Whose Future Is It Anyway?

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Lessons for teaching Self-awareness & Self-advocacy

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Welcome to the ME! Lessons. All of the lessons and supplemental information needed to teach the lessons can be found on this page. Prior to teaching the lessons, please download and read

The unit overviews, Common Core State Standards, and lesson plans are arranged by unit in one file each and may be downloaded by clicking on the link. Student and teacher materials, and additional resources may be downloaded by clicking on the appropriate links.

In addition to the Common Core State Standards (CCSS) listed within each Unit, the Oklahoma Priority Academic Student Skills (PASS) (pdf) standards aligned with ME! Units 1 through 10 are also available.

Educators using the ME! Lessons may modify all lesson materials as needed to better meet individual student and teacher needs. The Word documents and PowerPoint presentations can easily be modified by users, or the entire lesson package is available to download in PDF format.

Educators may download, use, copy, and modify the ME! Lessons at no cost. The ME! Lessons may not be reproduced for sale.

Please send your modified versions and suggestions to zarrowcenter@ou.edu so that they may be considered for posting for others to use.

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ME! Lessons for Teaching Self-Awareness and Self-Advocacy

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Welcome to the ME! Lessons. All of the lessons and supplemental information needed to teach the lessons can be found on this page. Prior to teaching the lessons, please download and read The unit overviews, Common Core State Standards, and lesson plans are arranged by unit in one file each and may be downloaded by clicking on the link.

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The ChoiceMaker Curriculum is Designed to Teach Students the Self-Determination Skills Needed to be Successful in Adult Life

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Self-Directed IEP is the lesson package that addresses the Expressing Goals strand of the curriculum. Self-Directed IEP is a multimedia package that teaches students how to manage their own IEP meetings. It includes two videos, a Teacher's Manual, and a Student Workbook. The first video, entitled Self-Directed IEP in Action, introduces the Self-Directed IEP process to students, parents, teachers, and administrators. It shows students with different disabilities in classes working on the Self-Directed IEP lessons and describing their experiences using the steps. The second video, entitled Self-Directed IEP, introduces the 11 steps to leading an IEP meeting. Students see an experienced high school student explain to a hesitant friend how he led his own IEP meeting.

After watching the Self-Directed IEP video, students complete 11 lessons in the Student Workbook that match the steps explained in the video. In these lessons students learn to apply the steps to their own lives. In fact, a teacher in one class pointed out to students that these skills could help them conduct business meetings in the future. Click on the Self-Directed IEP module in the left side menu to access the videos.

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ChoiceMaker Self-Determination Curriculum & Lesson Packages

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Self-Directed IEP is the lesson package that addresses the Expressing Goals strand of the curriculum. Self-Directed IEP is a multimedia package that teaches students how to manage their own IEP meetings. It includes two videos, a Teacher's Manual, and a Student Workbook.

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

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IDEA 2004 requests that the IEP transition sections match students' interests, capitalize on their skills, be mediated by their needs, and that students and family members provide input into IEP transition discussions and decision-making. For this to happen, students need to be specifically taught transition knowledge and provided an opportunity to develop their transition plans in partnership with their family and educators. Students then need to be provided the opportunity during IEP meetings to discuss and take a leadership role in the development of their transition IEP plans.

We learned from our research on secondary IEP meetings that adults talk to adults when developing the IEP transition pages, and that students seldom join in this conversation (Martin, Van Dycke, Christensen, et al. 2006; Martin, Van Dycke, Greene, et al. 2006). By default, too many transition pages reflect adult thoughts about the student and not what students' think. This situation needs to change. After all, who's IEP is it? SDTP lessons will teach students needed transition knowledge and provide a script they can take into their IEP meetings to join and perhaps lead the transition discussions.

A singular focus upon the student may inadvertently ignore the interests, concerns, and needs of the family. The IEP team needs to also engage in collaborative transition dialogue with family members to develop a strong and unified transition plan. Engaging both students and family members in transition planning discussions may increase the likelihood of students attaining their postschool employment, education, and adult living goals. The SDTP lessons provide a structured means for educators, students, and family members to form a partnership to build a meaningful and successful transition plan, and for students to learn the information needed to actively participate at their IEP meetings.

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IDEA 2004 requests that the IEP transition sections match students' interests, capitalize on their skills, be mediated by their needs, and that students and family members provide input into IEP transition discussions and decision-making. For this to happen, students need to be specifically taught transition knowledge and provided an opportunity to develop their transition plans in partnership with their family and educators.

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A Handbook on Self-Advocacy, Written for students with autism by adults with autism
Read more at Autistic Self-Advocacy Network

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Habits of Work
World of Work