A new website is connecting and empowering self advocates around the country.

Self Advocacy Online is a project of the Arc and The University of Minnesota’s Research and Training Center on Community Living.

The site is designed to be user-friendly for people with intellectual and other developmental disabilities. Self Advocacy Online empowers users with information and skills needed to speak up and take action toward their own goals. Its growing data base of local self advocacy groups helps users to connect in real life (IRL) as well as online.

Link below to the four components of Self Advocacy Online:

Learn About Self Advocacy

This section includes mini-modules on topics such as Speaking Up, Relationships, Getting Organized, and Living a Healthy Lifestyle.

The content of each topic is “chunked” into small segments – using short videos and text. Participants can set their own pace by clicking an arrow to proceed to the next segment or return to a previous one. When self advocates use this feature together, they can talk about each segment before moving on.

Stories from Self Advocates

Short videos of self advocates speaking their mind on various topics.

Research for All  

Graphics and simple words are used to describe the results of research studies on topics of interest to self advocates. In particular, this section looks at the relationship between self advocates and “direct service professionals” such as job coaches and community living support staff. Sometimes the abbreviation “DSP” is used to refer to these staff.

Find Advocacy Groups 

This is where users can search a database to find local and regional self advocacy groups. Since the site is new – many groups are not yet listed. You can contact the site to add local self advocacy groups that you know about.

Other Self Advocacy Resources

The Consumer Advisory Board of the California Department of Developmental Services has published a variety of Consumer-Friendly Self Advocacy Resources.

These materials use graphics and simple wording to support self advocates to plan and take action toward their own goals.

Use the links below to download free resources:

• Making Informed Choices
• Think-Plan-Do 
• Making My Own Choices
• From Conversations to Actions

Other Self Advocacy Organizations

The links below will connect you to other self advocacy organizations that offer free resources:

• Kids as Self Advocates
• Self Advocates Becoming Empowered
• Autistic Self Advocacy Network
• National Youth Leadership Network
• YO! Youth Organized – Disabled and Proud

You’ll find more self advocacy resources developed for youth by youth here and here.

Your turn

What resources and experiences have helped your son or daughter grow as a self advocate? Are there resources we haven’t mentioned that you’d like to share?

Please leave a comment below! Let’s learn together as our kids grow and connect as self advocates!

Did you find this post helpful? Please share it. Thanks!

Let’s continue to support our kids as they plan and take action toward the goals that matter most to them.

There are marvelous moments when we receive what only our child can give. Gifts that need no pretty paper, and can be stored only in our heart.

Everyday busy-ness distracts us. But these receiving moments are timeless. Mom moments.

They change us. Stretching who we are, shaping our relationship with our child.

How might we open space for these moments?

Being present

As busy, responsible parents – we often perceive life with a “monkey mind”. Our thoughts flit from one responsibility to another – as a monkey might fly between tree branches.

We can practice being present. For just a few moments. Every day.

We can take a little time to be with our child. A particular time to listen – with our whole being. No agenda. No questions. Letting our child be who she is – how she is – in those moments. Enjoying her – receiving her gifts.

He may want to talk, or play, or complain, or cry, or laugh. In those few moments – we can choose to open to him – without distraction or expectations.

And those few moments can begin to influence our presence with our child throughout the day. As being present begins to become a way of being for us.

Being curious and teachable

Home schooling mom Angela Schwindt says that ”while we try to teach our children all about life, our children teach us what life is all about.”

If we let them.

Sometimes, we’re so focused on teaching our children well, that our sense of wonder in their miraculous uniqueness begins to fade. Let’s rekindle our desire to see the world through our child’s eyes!

What can you learn from your child today?

Letting go of comparisons

I whole-heartedly agree with Theodore Roosevelt when he said:

“Comparison is the thief of joy” 

Professionals may compare our child’s skills with developmental milestones, or academic standards. We may unconsciously compare our child to others. Let’s be mindful of comparisons.

When we look at our child through the lens of comparison – we can miss the gifts he alone brings to the world.

As author Joan Ryan writes:

“Motherhood is about raising and celebrating the child you have, not the child you thought you would have.

It’s about understanding that he’s exactly the person he is supposed to be.

And that, if you’re lucky, he just might be the teacher who turns you into the person you are supposed to be.”      

Celebrating progress

Sometimes we lose sight of how far our child has come. Progress may be slow. An ultimate goal can seem a long way off. We’re often looking forward to the next big achievement – without pausing to celebrate our child’s progress along the way.

Let’s notice the steps our child is taking toward a goal that matters to him. The journey will be more fun – for us and for our child – when we savor little victories!

Being real

We try so hard. Whatever our parenting ideals may be – we knock ourselves out trying to live up to them. And fall short.

Our child is watching. Can we compassionately accept and forgive our imperfections? Can we breathe deep, laugh, and be real? In those moments – we can genuinely connect with our child. We can create safe space for her to be herself – for him to forgive his own shortcomings. We can be real together. What a difference these moments can make!

Growing together

Before our child’s birth, mothering was an abstract concept. We can even laugh about our naivete back then. There’s nothing abstract about mothering!

Our child is a particular, ever-evolving person. Mothering is a relationship – a life-long journey together. We grow and influence each other along the way.

Precious few words of advice apply in every season of parenting. But, when my 25 year old daughter was born, a nurse gave me two words of wisdom that have returned to me through all the years – reminding me what matters most. She said, simply: “Enjoy her.”

May you and your child enjoy each other as you grow together!

Photo credit – wonderferret at Flickr

When a son or daughter needs life-long support, parents ask -”what will happen when I’m gone?”.

It’s a difficult question, sometimes unspoken, but always present.

When we address the question head-on, we move beyond fear to positive action.

In addition to a last will and testament, you will need to work with a qualified attorney and financial advisor to establish and fund a special needs trust.

But how can you communicate the many details of your child’s unique needs and preferences that, together, contribute to his or her quality of life?

A Letter of Intent can guide those who will support your son or daughter when you can no longer do so yourself.

What is a Letter of Intent?

The Letter of Intent serves as the foundation of a comprehensive life plan. It is not a legal document, but it provides invaluable guidance to those who will support your son or daughter.

Your child should be involved in developing the Letter of Intent. It should reflect his or her unique preferences as well as needs in every aspect of life, including:

• Financial and legal
• Medical and health/wellness
• Relationships
• Housing
• Personal care
• Work
• Recreation and leisure
• Spirituality
• Routines and special considerations
• Hopes and dreams for the future

Wow! Sounds like a monumental task, doesn’t it?

The key is to develop the Letter of Intent over time. It can’t be accomplished in one sitting. And because your child’s needs change, it will need to be re-visited and revised periodically.

Sample formats

Rather than starting with a blank page, you may appreciate seeing a couple of sample formats.

Don’t feel constrained by these examples. This is your family’s document. Add or delete items and structure the Letter of Intent as you see fit.

Sample from Special Needs Alliance

Sample from the Arc of East Middlesex

Self determination

This is your child’s life we’re talking about. How can he or she have a real voice in this important document?

The answer will be unique to each individual, but here are two tools that may help.

Listen to Me

My Plan

Your son or daughter may be able to articulate answers to the questions in these person-centered planning documents. Or – if communication skills are limited – you, along with others who know and love your child, may use the questions as a structure to observe and record your child’s preferences.

A person-centered planning tool such as the two shown here can be added to the Letter of Intent.

Living documents

A Letter of Intent and Person-Centered Plan are meant to be living, breathing documents. They help everyone who supports your child to “be on the same page” now, as well as in the future when you are not personally coordinating your child’s supports.

Develop over time, with support

Dedicate increments of time each month to drafting sections of the Letter of Intent and Person-Centered Plan. Involve your child and those who know and love you and your child.

Review and update

Choose a particular time at least annually to review and update the documents. Perhaps your child’s birthday month or the first month of the year.

Share and use

Be sure that family members and other key people in your child’s life have a current copy of the Letter of Intent and Person-Centered Plan. Refer to them regularly as you make plans and decisions with your child. File a current copy with other important documents such as your will and financial records.

Help your child self-advocate with teachers, agencies, family, and others using the Person-Centered Plan.

How do you eat an elephant?

You know the answer – one bite at a time!

The most important bite is the first one. What is the first step you’ll take after reading this post? Will you:

• talk with someone you love and trust about it?
• set a time to print and review the sample formats?
• mark a date on each month’s calendar to dedicate an increment of time to begin drafting a Letter of Intent?

One small bite at a time!

Your turn

If you and your family have already drafted a Letter of Intent or Person-Centered Plan – please share your insights!

Questions or concerns? Please comment below or send an email.

If you found this post helpful – please share it. Thanks!

May you and your child relish each moment of the journey – even as you plan for the future!

Graphic Credits – Tim Morgan at Flickr and willconley777 at Fickr

Every state has a federally funded vocational rehabilitation (VR) agency.

There are differences in the ways states administer vocational rehabilitation services. Different names are used to describe the agencies in each state.

Yet, all state VR agencies have a single purpose – to assist persons with disabilities to attain and maintain employment.

It is important for your son or daughter to understand how your state’s VR agency can support his or her career goals.

VR Basics

You’ll want to ask the transition coordinator at your child’s school for local VR agency contact information. Your local VR office can provide more specific information about VR services and application procedures in your area.

Generally, VR services include:

• Eligibility determination - eligibility criteria must be met to access services
• Assessment of vocational needs - to identify career interests, skills, and needed services and supports
• Vocational counseling - to clarify career goals
• Development of an Individualized Plan for Employment (IPE) - outlining education/training and support needed to attain and maintain employment
• Funding and coordination of services - the VR agency may purchase, in whole or in part, services or technology included in the IPE

Federal regulations state that, to be eligible for VR services, an individual must be a person with a disability who:

• has a physical or mental impairment that constitutes a significant barrier to employment, and
• can benefit from VR services to achieve an employment outcome, and
• requires VR services to prepare for, secure, retain, or regain employment

When a state does not have sufficient funds to serve all eligible persons, the VR agency is required to employ an “order of selection” in which persons with the most significant disabilities are served first.

In most states, VR services are provided without cost. However, in some states, some services are provided based upon an individual’s financial need.

The particular VR services a person receives are outlined in the Individualized Plan for Employment. These services may include one or more of the following:

• Vocational counseling and guidance
• Job placement assistance
• College or vocational training
• Skills training
• Job coaching or tutoring
• Transportation-related services
• Interpreter services for persons who are deaf or hearing impaired
• Assistive and rehabilitation technology services
• Referral services
• Support, advocacy and/or follow-up services for 90 days after employment

Some services may be provided directly by the VR counselor, coordinated with other services, or purchased by the VR agency on an individual’s behalf.

Transition Planning

VR agencies serve adults with disabilities. However, VR counselors can be involved in your child’s transition planning as high school graduation approaches.

The specific services available to your child will depend on the initial steps of eligibility determination, assessment, and individualized planning with the VR counselor.

You’ll want to find out when your child should apply to VR in order to access services when needed. Local VR agencies may have a “backlog” of applications. Local VR staff can suggest the optimal time for your child to apply.

Ask your school district’s transition coordinator to assist by:

• providing contact information for your local VR office
• explaining and/or assisting with the VR application process
• informing you of any presentations about VR services available in your area
• arranging to invite a VR counselor to your child’s junior or senior year IEP meeting

Resources

The best way to learn about VR services in your area is to contact your local VR office.

You can link to state VR agencies here.

Ask your school district’s transition coordinator how to contact your local VR office.

You can also find out more general information about VR here:

• VR – A Young Adult’s Guide
• Getting the Most from the Public Vocational Rehabilitation System
• Heath Resource Center Rehabilitation Services Module

Your turn

Has your son or daughter had experience working with a VR agency? Please share your insights in the comment section below.

If you think this post may be helpful to others – please share it!

Keep asking questions and supporting one another as our kids take one step at a time toward career goals.

Rare is the voice – gentle, strong, and true – that opens wide both mind and heart – like petals of a single flower.

Sarah Stup touches truth in us.

Sarah is an acclaimed poet, essayist, and author of children’s books.

She writes to “build a new exotic garden where worlds can meet and differences are not feared”.

Last week, Sarah wrote an open letter about community – in response to the senseless, heartbreaking death of Robert Saylor, who lived and died in her hometown. With her blessing, it appears in full here.

Sarah’s letter

Our community is feeling horrible about the death of Robert Ethan Saylor, a young man out to enjoy his recreation, but who could not seem to conform to rules that perhaps made no sense to him.

I am disabled with autism, and I, too, struggle with breaking society’s rules. Often I make strange noises and actions that I sometimes cannot control.

Our families and schools know that these minor differences can be accommodated, and that nothing different is fearful once a person really belongs.

Below are some ideas I have as we join you out in our community. Find us. We are real people inside our disabilities who can be real friends and citizens.

9 Ways to support our citizens with disabilities

1.  Smile at us and those with us to make us feel comfortable.

2.  Give us time to adjust to our new environment and begin to feel calmer.

3.  Please have patience because we experience the world differently from you, and, therefore, we may react differently.

4.  Try to ignore sounds or actions we may make that you may find strange.

5.  Remember that differences may be physical, cognitive, and also behavioral.

6.  What you see as rudeness may not be how we intended our actions. Sometimes our bodies do not listen to our instructions.

7.  Please portray us as real people to your young children, not clowns to stare at or laugh about. We have feelings.

8.  Know we are doing the best we can – just as you are.

9.  We like to feel we belong and ask not to be seen as trespassers. We are all God’s children striving to live in harmony.

Say “yes” to our belonging to the community, and “no” to hiding us away in your lonely corners!

Your friend with autism,

Sarah Stup

who types to speak

Your turn

Sarah challenges us to create a home – a community – a world – where every person really belongs.

What are your thoughts about her letter?  How can we create true community? Please share your thoughts in the comment section below.

And please share Sarah’s letter with others.

You can find out more about Sarah and her writings and advocacy work at her website.

May we daily sow seeds of a new exotic garden, where worlds can meet and differences are not feared!

Photo credit: John Hess

What skills are employers looking for? How can we teach these skills to prepare youth for success in the workplace?

The Office of Disability Employment Policy (ODEP) interviewed employers across industries to learn the “soft skills” they value most.

“Hard skills” are job-specific. “Soft skills” are essential for success in every field of employment.

With the goal of empowering schools, youth programs, and families to teach high-priority soft skills – ODEP has created “Skills to Pay the Bills”.

This free curriculum includes videos and lesson plans designed to engage middle and high school youth as they prepare for the world of work.

Nothing replaces real life experience

The “Skills to Pay the Bills” curriculum is a lot like the “theory” portion of driver’s education. It can be used to teach important foundational information – but it can’t replace guided practice.

Teens need many hours of supervised behind-the-wheel practice before driving independently.  So, too, our kids need a variety of work-based learning experiences to build and refine their employability “soft skills”.

Research demonstrates the effectiveness of work-based learning in preparing youth with disabilities for competitive employment.

Work-based learning can take many forms. Job shadowing, volunteering (service learning), work sampling, internships, community based work assessment, unpaid and paid work experiences.

Find resources for developing high quality work-based learning experiences here. Ideally, parents, teachers, and other adults work together with youth to create opportunities tailored to the young person’s interests and needs. With support and encouragement, teens can clarify their career goals and refine their “soft-skills” through practice in various work environments.

“Skills to Pay the Bills” curriculum components

The entire curriculum document can be downloaded for free here. All of the companion videos can be found in one place here.

Or, you can download individual sections, along with accompanying videos, as needed, below.

Introduction Materials

These materials orient adults to the curriculum and identify ways to accommodate the needs of individual students. It is important to pre-teach vocabulary, background information, and related skills, in addition to accommodating activities to meet individual needs.

• Background Information and Lesson/Activity Layout
• Universal Design
• Accessibility Tips
• Synopsis Video

Soft Skill Area # 1 – Communication

This section includes role plays and other activities to practice verbal and non-verbal communication skills needed in the workplace.

• Lesson Plans and Activities
• Communication Skills Video

Soft Skill Area# 2 –  Enthusiasm and Attitude

Subjective characteristics such as positive attitude and enthusiasm are valued highly by employers and can make the key difference during an interview. In this section, role plays and other activities are used to teach students behaviors that are perceived positively by employers.

• Lesson Plans and Activities
• Enthusiasm/Attitude Video

Soft Skill Area #3 – Teamwork

Corporate training programs often emphasize “team” language and behaviors. Activities in this section teach teamwork language and concepts, along with “team behaviors” valued by employers.

• Lesson Plans and Activities
• Teamwork Video

Soft Skill Area #4 – Networking

The activities in this section focus on networking skills that are essential for career development.

• Lesson Plans and Activities
• Networking Video

Soft Skill Area #5 – Problem Solving & Critical Thinking

Activities in this section focus on problem solving in the workplace. A problem solving graphic organizer will help most students complete activities in this section. You can find such a tool and learn how to use it here.

• Lesson Plans and Activities
• Problem Solving & Critical Thinking Video

Soft Skill Area # 6 – Professionalism

“Professionalism”, from an employer’s perspective, includes the blending and integration of a variety of skills. Activities in this section teach students employer expectations for “professional” behavior.

• Lesson Plans and Activities
• Professionalism Video

Supplementary Materials

ODEP’s “Skills to Pay the Bills” includes these supplementary links:

• A Word About Social Networking
• Additional Employment – Related Resources for Youth with Disabilities
• In Their Own Words (Youth Speak Out about Skills to Pay the Bills)

Work habits start early

The “Skills to Pay the Bills” curriculum teaches youth to understand and better meet employer expectations.

But the fact is, our kids begin to learn work habits at a very young age.

We can begin nurturing positive work habits in childhood, by teaching our kids to:

• complete chores and daily routines using checklists instead of verbal reminders
• evaluate their own work according to a standard
• use a simple problem solving strategy
• apply communication and social skills in various environments

Your turn

Will you use the “Skills to Pay the Bills” curriculum yourself, or share it with teachers or youth group leaders? In what ways do you help your child to develop positive “soft skills” for employment?

Hope to hear from you in the comments!

If you found this post helpful – please share it. Thanks!

Let’s support each other – and our kids  - as they build work habits and soft skills for employment success!

Interested in more posts about career development? You can find them here.

Are you feeling overwhelmed?

Are you exhausted by everyday stress and unsure of how to help your child plan for the future?

Do you feel confused instead of empowered by all the information available to you?

You’re not alone.

Most parents share these same feelings at different points along the way. But no one wants to stay stuck in overwhelm.

How can you begin moving forward – toward your child’s future goals – and your own?

1. Adjust your own oxygen mask

You’ve heard the airline’s pre-flight instructions:

“Adjust your own oxygen mask before assisting your child.”

Bottom line, your child’s wellness is inextricably linked to your own.

Do you get enough sleep, drink plenty of water, eat well, and get a bit of movement and fresh air each day?

Do you keep up-to-date with medical check-ups and seek healthcare when you need it?

Do you take time to laugh, breathe, enjoy your child, and notice the beauty around you?

Your first priority is to build wellness into your regular routines – and your child’s.

Plan & Take Action

“Self care is a self-less and strategic act of good parenting”, says pediatrician and resilience expert Dr. Kenneth Ginsberg. If you find yourself resisting the idea that self care is a top priority – read this.

Take tiny steps – one at a time. What small adjustment could you make to your daily routine to nurture your physical and emotional wellness?

Resources here can help you and your child develop an individual wellness plan.

2. Begin with the end in mind

One of Stephen Covey’s 7 Habits of Highly Effective People is to “Begin with the End in Mind”.

Having a vision for the future clarifies our perspective and helps us set clear priorities. Our child’s goals for the future help us to focus our limited time and energy on what matters most.

Plan & Take Action

The Person Centered Planning section of this site features resources that can help you and your child clarify a vision for the future.

Set some time to read these posts and discuss them with your primary support person. Then plan how you will actively engage your child in setting a vision for the future.

3. Grow a support network

Do you feel isolated? Many parents of kids with disabilities do. Everyday demands make it challenging to develop and maintain relationships. Family members and friends may not understand a child’s unique needs.

Still – you can’t go it alone. No one can. Your child needs a network of relationships – and so do you.

Where to begin?

Plan & Take Action

Start with one person you trust.

Your spouse, significant other, a close friend, family member, or a counselor.

One person who is willing and able to Listen to You. 

Schedule time to regularly meet with this person.

During your time together:

• clarify your long term goals
• reflect on and celebrate progress you and your child have made
• set a small goal for the coming week and plan how you’ll reach it
• monitor your self care
• identify ways you can expand your personal network

Some ways to consider broadening and nurturing personal networks:

• Schedule time to participate in a faith community or other group of interest to you
• Find ways your child can contribute to organizations he or she cares about
• Identify small things others can do to support you – and ask them for their help
• Online and in-person parent support groups can be helpful – but beware of forums in which complaining or blaming dominate discussions. If you find yourself simmering in negative energy – perhaps it’s not the best group for you.

Like a perennial flower garden, personal networks take time to mature and blossom. We can intentionally nurture them along the way. You’ll find posts with more ideas here.

4. Consume information wisely

The vast sea of information available to you can be either empowering or paralyzing.

Rather than taking in all the information that comes to you through social media, Google searches, or other sources, discern what information is truly helpful. Then, put that information to work toward your child’s goals.

Plan & Take Action

Ask yourself some questions about information, before you choose to consume it.

• Is the information related to my child’s present or future needs and goals?
• What is the motivation of the information source?
• What are the credentials of the information source?
• Is there a research base for suggested strategies?
• Is this information I need at this time?

If you’re not sure of the answers to these questions, you can choose to put the information aside and review it with another person.

If you’ve discerned the information to be credible and related to your child’s needs and goals, you can bookmark it and decide when you will choose to read or view it.

Consider a multi-step method of consuming credible information that is related to your goals:

• Read/view it at a time when you can give it full attention
• Read/view it again  - making notes about potential action steps
• Review your notes and plan next steps to take action on the information
• Bookmark the information
• After taking initial steps, return to the information to plan further action

Often, it helps to review the information and action steps with another person.

5. Start to move

Momentum is powerful!

A small step in the right direction creates energy for the next step.

Plan & take action

If you’re feeling stuck:

• focus on a goal
• take one small step toward it
• notice and celebrate progress
• take the next small step

Research shows that people are most successful when they tell someone else about their goals and their plans, and when they regularly connect with that person for accountability and encouragement.

You may want to use a graphic organizer to develop action plans. (More details about doing this with your child in this post).

Remember – one tiny step toward your goal begins positive momentum!

Your turn

What do you think about these strategies? Do you have other tips for getting “unstuck” and moving toward future goals?

Please leave a comment below – or send an email. Let’s learn from and support each other along the way!

If you found this post helpful – please share it. Thanks!

I celebrate each step you and your child take toward what matters most to you.

Graphic credits – Sign by  Colin_K , Hands by Aidan Jones, Hiking by maciekSz - all at Flickr

When teens plan for college – there’s a lot to consider.

For starters, what is your child’s career goal? After all, college isn’t an end in itself. What education or training is needed for your child’s career of choice?

For many students, community college is an ideal path toward career goals.

Even if your child is working toward a four year degree, there can be real benefits to starting at a community college.

Skeptical? Take two minutes to watch this recent CNN video. I’ll wait.

Intrigued? Let’s dig deeper!

Earning power of associate degrees

Were you surprised that 28% of employees with an associate degree earn more than those with bachelor degrees? It’s true! And the trend is likely to continue in that direction as companies look for employees with targeted skill sets.

Check out this chart from the Bureau of Labor Statistics Occupational Outlook Handbook. Compare the median salary of Athletic Trainers to Cardiovascular Technologists, for example. A quick glance at the chart shows many other associate degree careers in healthcare that pay more than jobs requiring a bachelor degree.

Salary is not the sole factor in choosing a career. Still – let’s bust the myth that a four year degree always commands a higher salary than an associate degree.

Career guidance and networking opportunities

Most high school graduates lack an in-depth knowledge of career options. They may be unaware of the diversity of careers within their field of interest, or lack insight into labor market needs in their area.

Community colleges generally have a close working relationship with local businesses. Their mission is to prepare students for career opportunities. Often, local professionals serve as adjunct faculty.

Students who seek out opportunities for career counseling and internships, and those who seek career guidance from faculty, will gain insight and connections that can lead to informed career choices and potential job opportunities.

Career pathways

In many fields, there are pathways from careers that require an associate degree to those requiring a bachelor degree. Sometimes, it’s even possible to get started in a field with a non-credit certificate.

There are real advantages to this step-by-step career approach. Students who attain a credential and a job in their field while continuing their education are honing key skills and building their resume. They’re also developing relationships that can lead to career opportunities not accessible to those who go directly through a bachelor degree program.

In today’s job market, career networking and relevant work experience can make all the difference between two applicants with the same level of education.

What’s more? Some companies provide tuition assistance for relevant courses.

Less debt

Even if your child won’t begin a career until after attaining a bachelor degree, starting at a community college can dramatically reduce costs.

By working closely with community college counselors, your child can choose courses that can transfer to his or her four-year college of choice.

Tuition at the four year school will likely be at least three times more than community college. Not to mention the savings in room and board costs.

More gradual transition

The differences between high school and college are profound. Most first year students struggle to make the adjustment.

Starting postsecondary education at community college can help your child ease into increased responsibilities.

For example, 3 hours of out-of-class work is recommended for every hour of college class time. That requires self discipline and time management. A lot to expect from a teen adjusting to dorm life!

Class sizes at community colleges are typically smaller than those in freshman classes at four year schools. Generally, there is more opportunity for extra help and relationship with instructors.

If your child is living at home for the first year of college, you can monitor how s/he is coping with new demands. You’ll want to be sure to offer more independence than in high school, but you’ll also be able to suggest resources and strategies when your child needs support.

Avoiding SATs and ACTs

Not all four year schools require SATs and ACTs. But, most still do. And those hurdles can be difficult to clear.

The accommodations allowed by SAT and ACT may not align with those to which your child has become accustomed in high school. And the tests themselves may not be the best measure of your child’s ability to succeed in college.

SAT and ACT tests are not required for community college admission. And, after several successful semesters at community college, four year colleges will not require transfer applicants to take these tests.

HOWEVER – be advised that community colleges DO require placement tests before allowing students to enter certain credit courses required by degree programs. Most community colleges use either the Accuplacer or the Compass.

While still in high school, your child should ask the disability support office which test is used and how to prepare. Also – s/he should ask how to apply for placement test accommodations.

Look before leaping

There is great variance in the quality of community colleges. This article from CNN Money includes tips and research sites for evaluating the quality of community colleges.

And it’s critically important to thoroughly research the supports available at a particular two or four year school before making a final decision to accept admission. Here are some questions to get you started as you speak with disability support professionals at various colleges.

Expect community colleges to provide ”reasonable accommodations” in accordance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. And community colleges often have tutorial support for students with and without disabilities. However, it’s important to understand that the individualized education provided in K-12 schools under IDEA is not required under ADA or Section 504, and will not be available at most colleges.

In future posts we’ll look at specialized college programs designed for students with disabilities that exceed legal requirements. These programs tend to be expensive, and this type of support is not available at community colleges.

Your turn

Once again, we’ve covered a lot of ground in one post. In the end, you and your child will need to decide what school is the best fit.

Have questions along the way? Please ask away in the comments section. We’d also love to hear your personal experiences, opinions and insights.

Has this post been helpful? Please share it with others. Thanks!

All the best to you and your child as you plan for the future!

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Career Research

Thousands of people follow her on Facebook . Her YouTube channel has more than 240, 000 views.

But when Charisse Hogan began creating her videos four years ago, she often felt alone.

As a “new kid” at her high school, Charisse often ate lunch by herself. She felt the cruel sting of being ignored and sometimes even mocked by peers. It was a very hard time in her life.

When Charisse began creating her videos, she didn’t know who would watch them.

Her goal?  To tell her story – and help create a world where everyone is accepted and appreciated as a unique and beautiful person.

Courageous creativity

Charisse expertly shoots, edits, and produces her own videos.

Her work has grown progressively more sophisticated over time, but the real appeal of her videos has always been Charisse herself. Viewers are drawn in by her genuine enthusiasm and candor.

At first Charisse’s videos were quite short – demonstrating how she does everyday tasks. Then came longer videos that feature Charisse enjoying favorite hobbies. She matter-of-factly explains her disability, showing her own unique way of working around physical challenges to do the things she loves to do. Her cheerful spirit and unflappable persistence always shine through.

Charisse has also produced pieces in which she shares her life experiences – from bullying to driving lessons to dating – candidly expressing her thoughts and feelings. And lately she’s woven music and art into videos that encourage viewers to be who they are and follow their own dreams.

Everyone Matters

Early on, kids at school started watching her videos on YouTube. Charisse says they began to understand that “even though we are different on the outside, we’re the same on the inside.” Friendships grew as Charisse became involved in all sorts of activities from cheerleading to drama productions.

Charisse graduated high school in May, and she now serves as a spokesperson for Everyone Matters, a global Inclusiveness Campaign supported by celebrities such as Desmond Tutu and Paul McCartney. She created two videos that have been featured in the Everyone Matters campaign. They are “I am Me” and “What I Want the World to Know“.

Day by day, Charisse lives out her message. She loves life, and she fearlessly and generously shares her unique self with the world. In doing so, she frees us to be who we are, and t0 contribute to the world in our own ways. Because Everyone Matters.

And, as Charisse reminds us in a recent video, Different is Beautiful – Life is Beautiful.

Your turn

Want to brighten your days?

Follow Charisse on Facebook, and explore her many videos on YouTube.

How does your child bless the world with his or her uniqueness? We’d love to hear from you in the comments!

Want to spread the word about Charisse’s videos? Please share this post. Thanks!

Enjoy your unique journey – one day at a time.

What works?

That depends.

On the task, the person doing it, and the environment in which the task will be done.

Technology options are changing at a dizzying pace.

Your child’s skills, needs, and priorities are changing too. Soon s/he will be learning, working, and living in new environments.

What assistive technology (AT) will work best?

Here are trusted free resources for planning AT solutions.

All that glitters in not gold

Shiny new devices and apps clamor for our attention.

Too often, we’re wooed into impulsive decisions by the hype, popularity, or “wow-factor” of new technologies. But this can lead to disappointment and frustration if the nifty tool doesn’t do the job, or takes more effort than expected.

An AT solution is golden only if it does the job that needs doing, in a way that works well for your child, in the environment where he’s learning, working and living.

A process

The Johns Hopkins University Center for Technology in Education looks at assistive technology planning as an ongoing process. They call it the “AT Cycle”

It begins by looking at the student’s skills, goals, priorities, and needs.

What supports does the student need to accomplish high priority tasks?

The team:

• considers potential AT options
• chooses AT to trial
• selects AT to implement based on trial data
• monitors the student’s progress over time

You can learn more about the John’s Hopkins AT Cycle here.

Details, please!

Choosing an AT solution requires attention to detail.

How can your team know what questions to ask and where to begin?

The Wisconsin Assistive Technology Initiative (WATI) provides well-respected, free resources.

At WATI’s Free Publications Page, you’ll find structured planning tools with guiding questions that will help your team identify specific AT support needs related to:

www.techpotential.net

• Communication
• Seating, Positioning & Mobility
• Computer Access
• Writing
• Reading
• Math
• Organization
• Recreation & Leisure
• Activities of Daily Living

WATI’s Free Publications Page also includes planning tools for people with specific disabilities, as well as guidance for implementing AT trials and obtaining AT funding.

When using WATI tools, be sure to read the introductions and directions that help the team understand context and considerations.

The WATI tools that support group decision-making are based on the well-respected SETT (Student, Environments, Tasks & Tools) frame work developed by Joy Zabala.

Quality Standards

The QIAT (Quality Indicators for AT Services) Community is a grass-roots organization devoted to identifying, disseminating, and implementing quality standards for AT services. The group includes professionals and users of AT.

A basic assumption of QIAT is that AT efforts, at all stages, will involve collaborative work by teams including the student, family and professionals.

QIAT indicators are validated by research and address eight areas:

• Consideration of AT Needs
• Assessment of AT Needs
• AT in the IEP
• AT Implementation
• Evaluation of Effectiveness of AT
• AT and Transition
• Administrative Support for AT
• AT Professional Development

Family resources 

The Family Center on Technology and Disability (FCTD), funded by the Office of Special Education Programs (OSEP), offers a wealth of family-friendly resources.

At the FCTD website, you’ll find fact sheets, family guides, presentations, and more. Their Resource Review Database includes more than 1200 resources that can be searched by topic, disability, or type of resource.

You’ll find FCTD’s Family Information Guide to Assistive Technology and Transition to be extremely helpful as you and your child look ahead and plan for life after IEPs.

This FCTD guide helps you consider postsecondary education and employment environments, funding considerations, AT training and device maintenance, agency collaboration, and your child’s self determination in relation to assistive technology.

As you read this guide, you’ll learn about the importance of a transition portfolio that includes assistive technology information. Wonder what that might look like? Here’s a very comprehensive, free, example: WATI Student Resource Guide & Portfolio.

Your turn

There are way too many resources in this post to explore in one sitting. Don’t feel overwhelmed.

Plan a time to sit down and review the resources with someone who can help you decide on the next step you and your child can take toward assistive technology planning.

Have you used any of these resources? Are there other resources you’d like to suggest? We’d love to hear from you in the comments. Let’s learn together!

Find this post helpful? Please share it. Thanks!

All the best to you and your child as you travel the journey – one day at a time.

Graphics Credits: Johns Hopkins University, TechPotential.net , Office of Special Education Programs IDEAs that Work

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