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Transition Training

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Understanding the Transition process for youth with disabilities is challenging. This presentation helps make sense of that process.

Understanding the Transition process for youth with disabilities is challenging. This presentation helps make sense of that process.

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  • Transcript

    • 1. What Is “Transition?” Nick Wilkie Transition Specialist MCIL
    • 2. Answer:
      • Having the Awareness
      • Using Your Knowledge
      • Applying Confidence
    • 3. 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?
    • 4. 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.
    • 5. Beginning to Plan
      • Start Early!
      • -Age 14 or earlier
      • Set some goals to achieve, no matter the size
      • Find out who can help you
    • 6. 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
    • 7. 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
    • 8. 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
    • 9. 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?
    • 10. 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
    • 11. Accommodations
      • You are entitled to certain accommodations under the protections of the Americans with Disabilities Act (the ADA)
    • 12. 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
    • 13. 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?
    • 14. 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
    • 15. It’s All About Advocacy!
    • 16. Advocating for Yourself
      • What do you want to advocate about?
        • What are your goals?
        • Remain focused on these goals
        • Gather information on this topic
    • 17. 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
    • 18. 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
    • 19. 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
    • 20. Advocating for Yourself
      • Reevaluate your goals if you need to
      • Don’t feel bad if you are struggling
      • Feel good about achieving your goals
    • 21. 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?
    • 22. 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!
    • 23. 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
    • 24. 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
    • 25. 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.
    • 26. 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]