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From Disability to Possibility: The Power of High Expectations in Transition Planning

From Disability to Possibility: The Power of High Expectations in Transition Planning. Pilot Version | Spring 2011. Developed under a grant from the Office of Special Education Programs. CFDA#84.323A Award#H323A070019. Agenda. You will learn about:

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From Disability to Possibility: The Power of High Expectations in Transition Planning

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  1. From Disability to Possibility: The Power of High Expectations in Transition Planning Pilot Version | Spring 2011 Developed under a grant from the Office of Special Education Programs. CFDA#84.323A Award#H323A070019

  2. Agenda You will learn about: • Setting high expectations for youth and why these expectations are important • Exploring what’s possible • Using advocacy skills to promote high expectations • Creating commitment to high expectations • Putting it into practice

  3. Neither you nor the world knows what you can do until you have tried. -Ralph Waldo Emerson

  4. From Disability to Possibility • Challenge yourself to consider more than limitations • Acknowledge the emotional impact • Become involved and take steps to move forward

  5. Parents Provide the Foundation • Support your child in deciding what is important to him or her • Build on your child’s interests and motivation • Focus on your child’s success • Teach your child to make choices and assume responsibility

  6. What Are High Expectations and Why Are They Important?

  7. Laws Support Having High Expectations for Individuals with Disabilities • Individuals with Disabilities Act (IDEA) • The Rehabilitation Act of 1998 • Americans with Disabilities Act (ADA) • Higher Education Opportunity Act and others

  8. Impact of Low Expectations • Isolation • Low achievement • Low school expectations • Low family expectations

  9. Explore What’s Possible: What Do You Expect? Families can create a vision for the future based on their child’s maximum potential for success What is the most I expect my child to achieve?

  10. Find Balance When expectations meet realities: • What your child is able to do • Challenges • Program issues

  11. Explore What’s Possible: Parents • Learn about possibilities • Become an adult services “detective” • Talk with other parents

  12. Explore What’s Possible: Students Life after high school • Do they want to go to school or college? • What kind of job do they want? • Where will they live? • What will they do for fun? • Who will they need to help them?

  13. Parent Advocacy Skills • Advocates are people who speak up for themselves or others to make a situation better • No one knows your child as well as you do. No one cares about your child’s success as much as you do.

  14. Effective Parent Advocates • Understand their child’s disability • Know the key players • Know their role, rights and responsibilities

  15. Effective Parent Advocates • Use clear and direct communication • Be assertive, not aggressive • Be persistent, flexible and positive • Work in partnership as a member of a team • Know how to resolve disagreements • Ask questions

  16. Support Student Self-Advocacy Skills Self-advocacy means taking the responsibility for communicating one’s needs and desires to others Self-advocacy is a critical tool for increasing self-sufficiency and achieving life goals

  17. Create a Commitment to High Expectations • Don’t just think it—ink it! • Use your voice • Gain investment • Give youth the opportunity to express interests and participate in decision making

  18. Family involvement is a greater predictor of successful outcomes for youth than income or social status.

  19. Putting High Expectations into Practice: Using the Transition Planning Process • Identify a student’s strengths, needs, interests and preferences • Determine desired outcomes for after high school (postsecondary outcomes) • Work backwards to design school and community experiences to gain skills and connections needed to achieve outcomes

  20. Building Blocks to Create the Bridge from High Expectations to Realities • Transition services • Course of study • Measureable annual goals • Services and supports • Linkages

  21. Revise Expectations • Presume competence • Try supports and accommodations • Reassess • Adjust when necessary

  22. Ready or Not…Take Final Steps Before Graduation • Actively link with adult service providers • Collect final documents such as: • Summary for Postsecondary Living, Learning, and Working • Supports for Accommodations Request • Create a Plan A and a Plan B

  23. If we did all the things we were capable of doing, we would literally astound ourselves. -Thomas Edison

  24. Thank You for Coming!

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