1. What’s Next: Life After High School Teresa A. Grossi, Ph.D., Director Center on Community Living and Careers Indiana Institute on Disability and Community Indiana University Voice: (812) 855-4070 E-Mail: tgrossi@indiana.edu www.iidc.indiana.edu/cclc www.instrc.indana.edu 1

2. http://instrc.indiana.edu Indiana Secondary Transition Resource Center - a project of- Center on Community Living and Careers 2 Funded by the Office of Special Education, Indiana Department of Education

3. The Purpose of Transition Planning Help students and families think about the future. Jointly plan the middle/high school experiences. Help students and families make service connections. Increase chances of post-school success. 3

4. Where Are We Going? College, Careers and Community Life Postsecondary education and training (technical schools, 2- or 4- year colleges, on-the-job training, apprenticeships) Employment (Careers) – full (or part- time) Independent Living ( Community life and citizenship, daily living skills, community resources, etc. ) Grossi- Indiana University4

5. Making the Match For College and Careers Career (Employment) 5 Student College Adult Agency Training & Supports

6. Diploma vs Certificate Decision Grossi- Indiana Unviversity6

7. Let’s Looks At An Example Grossi- Indiana Unviversity7

8. Postsecondary Education Environments Educational access is based on Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA). Educational access includes classroom accommodations, auxiliary aides and services (EX.: tutors, note takers, extra time for exam, interpreters, educational materials in alternative formats such as audiotape, electronic format or enlarged print). Grossi- Indiana University8

9. Postsecondary Education Environments Students are expected to provide the Office of Disability Services (ODS) at the college with appropriate documentation of the disability. Students are expected to initiate accommodation requests and supports with ODS and the faculty in a timely manner. Students are expected to act as your their own advocate. Grossi- Indiana Unviversity9

10. Postsecondary Education Environments Considerations: o Type of services offered o Application process and requirements (e.g., tests) o Will you compute (live at home) or in a dorm o If in a dorm, living and getting along with a roommate o Time management and organizational skills– class schedules are more sporadic Grossi- Indiana University10

11. Postsecondary Education Environments Considerations: o Number of classes to take each semester o What are the job prospects for the courses or the major degree? o Size of college and classes. o Academic expectations o Social aspects/extra curricular o Others???? Grossi- Indiana Unviversity11

12. RESOURCES Local guidance counselor http://www.iidc.indiana.edu/cclc www.heath.org www.learnmoreindiana.org www.KnowHow2GOIndiana.org www.DriveOfYourLife.org www.fastweb.com www.collegeboard.org Grossi- Indiana University12

13. Let’s Look At A Work Example Grossi- Indiana Unviversity13

14. Grossi- Indiana University14 Learning the characteristics of specific work settings and job positions that match the skills, preferences, and needs of the student. We need to learn the: 1. Environmental Conditions 2. Physical Demands 3. Attributes Work Environments

15. Work Considerations Having realistic expectations (talents vs job demands and needs) Understanding the work culture and requirements Conducting a complete job analysis to understand the expectations of the job Meeting the needs of the employer Making a good job match Using your networks Grossi- Indiana University15

16. Resources http://www.do2learn.com/JobTIPS/index.html o Job Tips is an online resource for individuals with autism and other disabilities http://www.onetonline.org/ - O’Net http://www.onetonline.org/ Job Accommodation Network - http://www.jan.wvu.edu/ http://www.jan.wvu.edu/ Vocational Rehabilitation Services - http://www.in.gov/fssa/ddrs/2636.htm http://www.in.gov/fssa/ddrs/2636.htm 16

17. Independent Living or Life Skills: Defined Defined as “those skills or tasks that contribute to the successful independent functioning of an individual in adulthood” (Cronin, 1996) in the following domains: leisure/recreation, maintain home and personal care, and community participation. [NSTTAC-National Secondary Transition Technical Assistance Center] 17

18. What Can Schools, Families and Students Do Now! Understand the Transition IEP process for postsecondary goals in and the connection for annual goals, transition assessment and transition services & activities, and course of study Diploma and Certificate decision Teaching self-determination and self- advocacy skills 18

19. What Can Schools, Families and Students Do Now! Provide a variety of experiences in a variety of settings to learn what works & what doesn’t work Understand the eligibility requirements for adult agencies and other future postsecondary settings (e.g., college) 19

20. Keep Educating Yourself Indiana Secondary Transition Resource Center http://instrc.indiana.edu 20 THANK YOU!