This workbook is for students with disabilities (SWD) who come from diverse backgrounds and are looking for guidance on the process of moving out of high school and into their adult lives.

There are so many choices: going to work, going to college or other schooling, learning a trade, or living in the community. Let's find out which path you want to take!

GOALS

• Learn how to be a part of your Individualized Education Program (IEP) team and what your rights are.
• Practice writing transition goals.
• Learn about self-determination and self-advocacy.
• Investigate your strengths and interests.
• Learn about resources.

• At least once every school year, the school is legally required to hold a meeting with the student's team.
• This team is made up of teachers, therapists, social workers, administrators, etc.
• The IEP is a document that serves to meet the individual learning needs of a student and explain how those needs will be met.

• Talk to your transition team. This could be one of your teachers, your occupational therapist, or another adult you work with at school.
• Let them know you want to be a part of the IEP meeting. You have legal rights to be invited to a meeting that's all about you!
• Make a plan for what points you want to share during the meeting. It's okay to bring notes in with you!
• Starting when you're 14, your teachers are required to help your prepare for the meeting if you choose to go.

• Your goals for after high school are based on your dreams for your adult life.
• These goals should focus on your interests, preferences, and strengths.
• Your team must know how to set goals with your family and cultural values in mind.

GOAL WRITING: EXAMPLES

Postsecondary (after high school) Education/Vocational Training (learning a trade):

After graduation, Tanya will research and find vocational or college programs in sports medicine or athletic training.

Jobs and Employment:

After high school graduation, she will find employment that is related to sports. After college or vocational training, Tanya will work in a sports-related industry.

Independent Living (if needed):

Tanya will be able to independently use public transportation to get to work.

Self-determination means having the skills and opportunities to direct your life in a way that leads to personal satisfaction.

• Self-determined students are better able to advocate, self-monitor, set goals, and make quality decisions about their lives.
• Students who are self-determined will participate in high school transition planning and become more aware of their rights and responsibilities.

Self advocacy means having the skills necessary to speak up and/or defend a cause or a person, including yourself.

Self-advocacy includes understanding your need for accommodations and how to ask for them.

Developing self-knowledge is the first step to self-advocacy. Self-knowledge includes your learning styles, strengths and weaknesses, interests, and preferences.

Transition Planning and Self-Advocacy

Remember, you are your own best spokesperson!

You should be encouraged to express concerns and preferences about your options.

Transition planning should be:

• A good place to practice expressing your opinions in a respectful, supportive environment.
• A good place to practice responsibility and self knowledge.

Your team should have high expectations for you while recognizing your interests, talents, desires, and the learning supports needed for you to succeed.

All members of your transition team should believe that you are capable of high-level work and can complete a high school diploma, succeed after high school, and have a meaningful career and the life you want.