A transition guide for students who experience disability and their supporters, produced by Living Arrangements for the Developmentally Disabled (LADD) and Project LAUNCH of Sycamore High School and the University of Cincinnati

1. Assembled by
A SELF-DIRECTED LIFE
A Guide for High School Students & Supporters
No images contained within this guide are property of LADD Inc.

2. Chapter One:
Tools & Advice for Ages 13-15

3. What do you know how to do?
o Get together with
someone that knows you
well and fill out the
following:
o Life Skills Assessment
o Independence Checklist
o Complete these at the end
and beginning of each year
to track your progress.

4. Stand up for yourself!
o Learn about your
disability
o Practice goal setting
o Build teamwork skills
o Develop ability to speak
up for yourself/advocate!
o Participate in process of
resolving differences
o Gain understanding of
strengths/needs
• Advice on Self-Determination
• Advice on Becoming A Self-Advocate

5. Parent Mentor
Parents, try to find a parent mentor program at your
child’s school or in your surrounding community
What is a parent mentor?
A parent mentor is someone
who you can talk to who has
been through this process before,
who can share advice and resources.
Where can I find one?
Click here.

6. Individualized Education Plan
(I.E.P.)
o First, fill out a Home Inventory Form
(Base it off of Form 2.5) with someone
you live with or that knows you really
well.
o Include all involved peers, teachers,
community agencies, employers, and
family members.
o Make sure your voice is heard! If it’s
about you, include you!
o Give all involved parties a chance to
provide insight, think of creative
solutions, make connections, etc. in
order to have partial ownership of the
plan, making it more likely to receive
follow-through.
Transition Planning begins at age 14
(By Law) on the IEP:
-Post Secondary Education & Training
-Employment
-Independent Living

7. o Go to some Transition Fairs with
someone you know. Don’t be
afraid to ask lots of questions. This
is your life and future!
o Get an adult to help figure out how
insurance benefits will change
upon graduation, moving out, and
becoming employed.
Get to know your options.

8. Jason’s Connection
Let’s Be The Help We Need.
Click here to find out more.

9. o Talk to your doctor with
a parent/guardian,
asking who would be a
good fit for when you
outgrow your
pediatrician
o Make sure your IEP team
talks about Medical
Transition
o Include the school nurse
in your Transition Team
to help with this.
Medical Transitions?

10. “ One of the many roles of the Transition
Coordinator is to assist and support
students, families, school and agency
staff in learning about transition options
that may be available for student and
then planning and accessing transition
activities for youth with disabilities . . . ”
Contact your Transition Coordinator
(most schools have one).
Transition Coordinator Services. . Retrieved May 7, 2014, from
http://www.vbisd.org/domain/137

11. Have A Parent Help With
This Stuff.
o Call 513-559-6990; ask for
Introduction & Eligibility Dept.
o Provide medical proof of disability.
Provide school ETR/IEP Documents.
o Receive visit from Eligibility
Specialist to determine eligibility
o If determined INeligible, you can
appeal the decision, and/or DDS.
will help you find other resources.
o Look at the resource slide at the
end for more legal/rights resources.
o ***Get your name on all waiver
lists
Hamilton County DDS
will help get you the services you need.

12. o Start saving as early as possible. The
sooner, the better. Funding is getting
hard to come by.
o Have a parent/guardian research
Asset Limits to SSI/Medicaid
o Income and Asset Limits
o Disability Benefit Eligibility
o Your parent/guardian should attend
Estate & Financial Planning Seminars
o Plan4Retire
o Cincinnati Estate Planning Council
o Individual Development Account(IDA)-
matched savings accounts designed to
help low-income workers plan for and
reach specific goals- e.g. Buy a home,
Start a Business, Continue Higher
Education
Money, Money, Money!

13. • Record Keeping/
Personal Care Guide.
Life planning: Google
“life planning disabled
Ohio”
• Letter of Intent
Some important paperwork. . .

14. Chapter Two:
Tools & Advice for Ages 14-16

15. other ideas?
• Religious Activities
• Community Service
• Political Awareness
• Driver’s Ed – Bick’s
• Physical Fitness
• Arts Classes
• Sports
• Cincinnati Community
Events via Starfire Council
• CityBeat
• Things To Do/Metromix
• Special Olympics, Ohio
Expose yourself to new things.
This will help you build friendships and develop skills.

16. o Who is on your team to help with this? Have
different team members observe you in different
settings to gauge how you’re doing.
o Be creative in keeping track of/measuring
performance. Use a shared notebook, provide
checklists, and conduct individual and group
interviews.
o What is working / improving?
o What needs more help?
o Review IEP goals annually, at least.
– Use Form 2.1 as a model
• What are the tasks you need to be doing for success?
Have someone tally how often you do them in 15
minute intervals for one hour.
– Use Form 2.3 as a model
• What parts of an activity are you doing well or need help
in? Break down a routine into small
steps/skills/behaviors, and have someone observe you
doing it multiple times- rating your performance on each
step as you go.
Get Feedback on Your Performance

17. Chapter Three:
Tools & Advice for Ages 15-17
Chapter Three:
Tools & Advice for Ages 15-17

18. • Quick, free online test
• Talk to your guidance
counselor at school for
more help and advice
with this.
Take a career assessment test

19. • Opportunities for
Ohioans with
Disabilities
• The Arc of Ohio
• Finding a job coach
• Career Preparations
• Ohio Client Assistance
Program
Need help getting a job?

20. o Participate in school work/study
programs if available
o Set up meetings and shadow
potential employers. Ask lots of
questions. Make a list of demands,
expectations and necessary
supports at the workplace.
o Once you are working at a job/
participating in an activity, have a
parent, peer or coworker track
what you’re doing there.
o Create a form based off of Form 3.2
(Work Performance Evaluation)
Check out jobs & activities
that interest you.

21. Disability Rights Ohio
Disability Rights Ohio provides legal
advocacy and rights protection to a
wide range of people with
disabilities. This includes assisting
individuals with problems such as
abuse, neglect, discrimination,
access to assistive technology,
special education, housing,
employment, community
integration, voting and rights
protection issues with the juvenile
and criminal justice systems.
Know your rights &
get the help you need.

22. Chapter Four:
Tools & Advice for Ages 16-18

23. o Keep attending Transition Fairs
o Strengthen friendships & community
connections
o Support independent decision-making by
pursuing activities that YOU want to do and
practice saying “No.”
o Ask yourself who the existing supports
around you are: family, friends, businesses,
social groups, organizations, teams, and
institutions:
o Are they meeting your needs /wants
collectively?
o If not, what can you do to change that?
Here are some
things to keep
in mind :

24. “Guardianship takes away a person's ability to make choices.
Because the appointment of a guardian takes away a person's
ability to make decisions about his or her life, other options which
place fewer restrictions on the person with a disability should be
considered first. ” –from Disability Rights Ohio website
Take Charge of Your Life : more information
Guardianship: Is it for me?

25. • Click here to find out how to obtain a Ohio I.D. card
Get an Identification Card

26. o What you should know before you
turn 18
o Men must register for Selective
Service (The Draft)
At age 18 in Ohio, the following rights
transfer from Parent to Student:
• Notice of meetings
• Notice and Consent for Evaluation
• Access to school records
• Notice and Consent for special
education and related services
• Right to invite additional participants
to IEP meetings
What to know
about age 18

27. • Contact Living
Arrangements for the
Developmentally
Disabled (LADD)
513.861.5233
• Contact your DDS
Service Facilitator for
Housing Options
513.794.3308
Figure out your housing goals.

28. Chapter Five:
Tools & Advice for Ages 18-22

29. HIGH SCHOOL
Individuals with Disabilities Education Act
• Services are delivered to the student.
• Teachers identify students who need
accommodations.
• IEPs, 504 plans and annual reviews are used.
• Schools provide evaluations for disabilities.
• Educational and psychological tests are
provided.
• Information is shared with parents.
• Accommodations are provided with an
emphasis on student success.
• Services are based on an agreed-upon time
allotment and menu of choices.
• A case manager acts as an advocate.
• Applicable laws include entitlement law
(IDEA) and Section 504 of the Rehabilitation
Act of 1973.
COLLEGE
Americans with Disabilities Act
• Students must seek out services.
• Students self-identify as having a disability and
needing accommodations.
• IEPs, 504 plans and annual reviews are not used.
• Students provide documentation of disabilities
and take responsibility for getting updated
evaluations.
• Students cover the costs of testing and
treatment.
• Students are responsible for their own
educational choices and sign their own
paperwork. Parents are not involved without
the students' permission.
• Accommodations are provided to ensure access
to education.
• Students act as their own advocates.
• Applicable laws include the Americans with
Disabilities Act of 1990, the Americans with
Disabilities Amendments Act of 2008 and
Section 504 of the Rehabilitation Act of 1973.
High School to College Transition. (2012). Retrieved November 14, 2013, from
http://disabilityservices.missouri.edu/prospective-incoming-students/hs-college-transition.php
What’s the difference?

30. • 20 pro-resume tips from a
graphic designer
• Show off your skills with a
video resume
• A how-to on video
resumes
• Resume tips from a top
recruiter
Make an awesome resume!

31. • The top three reasons you should avoid
disclosing a disability are:
• 1. Fewer Interview Invitations: "Not
securing an interview is one of the major
potential pitfalls of revealing a disability
on a resume," Klare says.
• 2. A Reason to Eliminate You: Your
resume is a marketing document. "Show
that you have the requirements the
employer is seeking, and eliminate
anything that might move you to the
'reject pile,' whether that's typos, coffee
stains on your document or having a
disability," Ryan says.
• 3. The Law Is on Your Side: "Under the
Americans with Disabilities Act, you don't
have to say anything," Kaufman points
out.
Isaacs, Kim. Should You Disclose a Disability on Your Resume? (2013). Retrieved November 14, 2013,
from http://career-advice.monster.com/resumes-cover-letters/resume-writing-tips/disclose-disability-
on-resume/article.aspx
When should I disclose my
disability to a potential employer?

32. • "The first thing job seekers need to ask themselves is, 'Can I do the
job?'” says Jonathan Kaufman, president of DisabilityWorks.com.
“If the answer is yes and the disability doesn't affect job
performance, then don't mention it.”
• "I would only reveal a disability on a resume if I knew that it would
increase my chances of getting the job," says Ryan. "This is rarely
true, except for when applying for programs designed specifically
to recruit people with disabilities, or if the disability is related to
the position -- for example, a visually impaired counselor for those
who are visually impaired.”
• "Each disability has a built-in accommodation requirement, from
none to many," says Klare. So you need to know the
accommodations you will need for your disability and pose
proactive solutions once there's mutual interest in your candidacy.
"For example, a diabetic might need two 15-minute breaks for
insulin and access to a refrigerator, but it's best to discuss this
after you get the job," he adds.
Klare recommends knowing what equipment may be needed
to accommodate your disability and where to source it. "Become a
team player from the beginning," he says.
So should I ever disclose my
disability to a potential employer?
Isaacs, Kim. Should You Disclose a Disability on Your Resume? (2013). Retrieved November 14, 2013, from http://career-
advice.monster.com/resumes-cover-letters/resume-writing-tips/disclose-disability-on-resume/article.aspx

33. • 10 Tips for Acing Your Next Job
Interview
• Be sure to ask the interviewers
a few questions at the end.
This shows you are interested
in the position.
• One question that is always
good to ask at the interview is
“Is there any reason that you
are doubting my ability to do
well at this job?”
– This gives you the opportunity
to address worries and shows
you are capable of solving
problems.
Tips for a great interview

34. • Apply for SSI at Age 18
• Difference between
Social Security disability
and SSI disability
Connect with Adult Services.

35. • Missouri AHEAD College Guidebook
• Office for Civil Rights Online Guide
• Legal Information
• Cincinnati Resource List
• Special Needs Resource Directory
• Red Tree House
• Jason’s Connection
• Health care for adults with
intellectual and developmental
disabilities
More resources!

36. • Down Syndrome Association of
Greater Cincinnati
• Ohio Developmental Disabilities
Council
• MassMutual
• Cerebral Palsy Association of Ohio
• National Disability Institute
• Disability Rights Ohio
• LAUNCH, U.C.
• Living Arrangements for The
Developmentally Disabled, Inc.
(LADD)
• The New Transition Handbook by
Carolyn Hughes and Erik W.
Carter
• University of Missouri Disability
Services
Resources thanks to:

37. Good Luck!
www.laddinc.org
513.861.5233