What Is “Transition?” Nick Wilkie Transition Specialist MCIL

Answer: Having the Awareness Using Your Knowledge Applying Confidence

Having the Awareness

Using Your Knowledge

Applying Confidence

Big Questions How do want your life to look in a year, or five years? What does that picture look like? What are you doing now to make this come true? What school do you want to go to or what job do you want to have? What do you want to do for fun & who do you want along with you?

How do want your life to look in a year, or five years?

What does that picture look like?

What are you doing now to make this come true?

What school do you want to go to or what job do you want to have?

What do you want to do for fun & who do you want along with you?

Your Picture Will depend on the choices you make Action Step: Make choices now Think of 2 choices you have made or could make to complete the picture.

Will depend on the choices you make

Action Step: Make choices now

Think of 2 choices you have made or could make to complete the picture.

Beginning to Plan Start Early! -Age 14 or earlier Set some goals to achieve, no matter the size Find out who can help you

Start Early!

-Age 14 or earlier

Set some goals to achieve, no matter the size

Find out who can help you

What is your learning style? Visual- you like models, graphs, charts, diagrams, images Aural – you like to hear the information (listening), talking to teachers, lectures, explain information to others Read/Write – you like lists, definitions, handouts, books, notes Kinesthetic – you like to learn by doing things, demonstrations, trying things out for yourself

Visual- you like models, graphs, charts, diagrams, images

Aural – you like to hear the information (listening), talking to teachers, lectures, explain information to others

Read/Write – you like lists, definitions, handouts, books, notes

Kinesthetic – you like to learn by doing things, demonstrations, trying things out for yourself

Once you know your learning style… Talk to your teachers, counselors, parents about your learning style Identify study strategies that match your learning style Ask for information in an alternative format if it does not match your learning style

Talk to your teachers, counselors, parents about your learning style

Identify study strategies that match your learning style

Ask for information in an alternative format if it does not match your learning style

Learning about your disability Review your paperwork – ask to see information from your doctor or psychologist Ask questions and make sure you understand the answers Research your disability and how it affects your classroom learning Ask for help by describing your disability and saying what your needs are

Review your paperwork – ask to see information from your doctor or psychologist

Ask questions and make sure you understand the answers

Research your disability and how it affects your classroom learning

Ask for help by describing your disability and saying what your needs are

Questions to ask about your disability What is my disability? In what specific ways does it affect how I learn? What are my learning strengths? (How do I learn best?) Which academic accommodations are supported by my documentation? (What help can I get based on my disability?) What was the date of the last diagnosis of my disability?

What is my disability?

In what specific ways does it affect how I learn?

What are my learning strengths? (How do I learn best?)

Which academic accommodations are supported by my documentation? (What help can I get based on my disability?)

What was the date of the last diagnosis of my disability?

Researching your disability Research your disability by looking on the internet or looking at books Talk to others on internet discussion forums or in group settings Make up a fact sheet on yourself to give to educators and parents about how you experience your disability

Research your disability by looking on the internet or looking at books

Talk to others on internet discussion forums or in group settings

Make up a fact sheet on yourself to give to educators and parents about how you experience your disability

Accommodations You are entitled to certain accommodations under the protections of the Americans with Disabilities Act (the ADA)

You are entitled to certain accommodations under the protections of the Americans with Disabilities Act (the ADA)

Examples of Accommodations Large print Reader Sign/orally present instructions Visual magnification (magnifier or magnifying machine) Auditory amplification Audiocassette Braille Tape recorder Frequent breaks Extended time Small group setting Private room Screens to block out distractions Special lighting Special acoustics Adaptive/special furniture/tools Alternative test site (with proctor present) Preferential seating Computer accommodations

Large print

Reader

Sign/orally present instructions

Visual magnification (magnifier or magnifying machine)

Auditory amplification

Audiocassette

Braille

Tape recorder

Frequent breaks

Extended time

Small group setting

Private room

Screens to block out distractions

Special lighting

Special acoustics

Adaptive/special furniture/tools

Alternative test site (with proctor present)

Preferential seating

Computer accommodations

What help is available? Familiarize yourself with the resources available to you Talk to disability services, your teachers, counselors How can these accommodations help you?

Familiarize yourself with the resources available to you

Talk to disability services, your teachers, counselors

How can these accommodations help you?

Participate in your IEP meeting IEP stands for Individual Educational Plan Review your old IEP in preparation for the new meeting Spend some time beforehand thinking about what you want to address and write a list of those concerns Decide who will be at your meeting and what each person’s role will be Introduce everyone at the meeting Talk about the progress you have made on your goals Decide your new goals for the year Discuss how your team can help you meet your goals Ask questions

IEP stands for Individual Educational Plan

Review your old IEP in preparation for the new meeting

Spend some time beforehand thinking about what you want to address and write a list of those concerns

Decide who will be at your meeting and what each person’s role will be

Introduce everyone at the meeting

Talk about the progress you have made on your goals

Decide your new goals for the year

Discuss how your team can help you meet your goals

Ask questions

It’s All About Advocacy!

Advocating for Yourself What do you want to advocate about? What are your goals? Remain focused on these goals Gather information on this topic

What do you want to advocate about?

What are your goals?

Remain focused on these goals

Gather information on this topic

Advocating for Yourself Who should you advocate to? It is not always easy to figure out Do some brainstorming Contact related organizations Keep a list of names of who you’ve talked to and take notes

Who should you advocate to?

It is not always easy to figure out

Do some brainstorming

Contact related organizations

Keep a list of names of who you’ve talked to and take notes

Advocating for Yourself What do I say? Write down your points beforehand and practice Focus on your goal Be specific Say what action you think should be taken Ask questions

What do I say?

Write down your points beforehand and practice

Focus on your goal

Be specific

Say what action you think should be taken

Ask questions

Advocating for Yourself What if I need someone else to assist me to advocate? It’s okay to ask for help… getting the support you want and need is part of self-advocacy Sometimes you need to have a professional assist you (like a doctor or a law professional) Friends and family can help you get your point across because they know you very well

What if I need someone else to assist me to advocate?

It’s okay to ask for help… getting the support you want and need is part of self-advocacy

Sometimes you need to have a professional assist you (like a doctor or a law professional)

Friends and family can help you get your point across because they know you very well

Advocating for Yourself Reevaluate your goals if you need to Don’t feel bad if you are struggling Feel good about achieving your goals

Reevaluate your goals if you need to

Don’t feel bad if you are struggling

Feel good about achieving your goals

Individual Education Program Meeting Do an inventory of your strengths & challenges/needs What accommodations have been made in the past? What areas is assistance required?

Do an inventory of your strengths & challenges/needs

What accommodations have been made in the past?

What areas is assistance required?

It’s Your IEP Be Active in Your IEP Make your needs known Explain what you want MCIL can help in this process, not only in understanding but by building independence & assertiveness into the picture!

Be Active in Your IEP

Make your needs known

Explain what you want

MCIL can help in this process, not only in understanding but by building independence & assertiveness into the picture!

Make A Personal File A place to keep important information Copies of your IEP, tests & inventories to determine interests or abilities Medical records and information Letters on performance or recommendation Your Resume

A place to keep important information

Copies of your IEP, tests & inventories to determine interests or abilities

Medical records and information

Letters on performance or recommendation

Your Resume

Living Your Life It all begins by making choices Be assertive and tell people about your independence! Use this skill at your IEP meetings and when talking with family and friends MCIL can also help you develop skills in Leadership & Self-Advocacy

It all begins by making choices

Be assertive and tell people about your independence!

Use this skill at your IEP meetings and when talking with family and friends

MCIL can also help you develop skills in Leadership & Self-Advocacy

MCIL Transition Program Driven To: Assist young adults with disabilities, to make a successful transition from high school to post-secondary education, employment and independent community living.

Driven To:

Assist young adults with disabilities, to make a successful transition from high school to post-secondary education, employment and independent community living.

More Information Contact: Nicholas C. Wilkie Transition Specialist MCIL 1600 University Ave. West #16 St. Paul, MN 55104 651.603.2018 phone/fax [email_address]

Contact:

Nicholas C. Wilkie

Transition Specialist

MCIL 1600 University Ave. West #16

St. Paul, MN 55104

651.603.2018 phone/fax

[email_address]