Self Advocacy

This report provides a vision, strategies, and goals for federal agencies to improve transition services for youth with disabilities and their families by 2020. They identified five goals, which include providing youth with disabilities equal opportunity to: Access health care and work-based services in high school Self-direct their plan for transition Be connected to programs, services, support,

This training from the Zarrow Center for Learning Enrichment at the University of Oklahoma provides guidance on developing assessments for students transitioning out of school, including assessments for independent living, career skills, and self-determination.

"This Info Brief introduces families, including families of youth with disabilities, to a new way of looking at career development for youth. This brief discusses the three phases of career development, highlights Individualized Learning Plans as a tool for facilitating the career development process, and offers strategies on how families can be involved." (National Collaborative on Workforce and

"This InfoBrief addresses the need for youth to acquire work skills and offers strategies parents and families can use to work with their youth to develop skills that lead to success on the job. This InfoBrief also includes information on how to incorporate work skill development into school documents, such as the Individualized Education Program and the Summary of Performance." ( National

"This InfoBrief discusses the importance of soft skills and offers strategies parents can use to help their child develop skills for employment services." Soft skills include communication, decision-making, and interpersonal skills. (National Collaborative on Workforce and Disability for Youth, 2011).

The Workforce Innovation and Opportunity Act (WIOA) of 2014 has the potential to greatly benefit job seekers with disabilities. This policy brief by Richard Luecking highlights how elements of WIOA, such as Pre-Employment Transition Services (Pre-ETS), can support seamless transition to employment for youth with intellectual and developmental disabilities. Seamless transition means leaving school

Are you under 18 and receive Supplemental Security Income (SSI)? When you turn 18, your SSI or benefits may change. This booklet can help you learn about the Age-18 Redetermination review process. It can be used by students turning 18, parents and guardians, teachers, health providers, and caregivers. Published by the Social Security Administration and available in English and Spanish.

This document provides information about the Arizona RSA's program for blind, visually impaired, and deaf students. This program exists to help students transition out of school successfully. The program includes services like: Travel skills training Self-advocacy Daily living skills College and career exploration And more Contact information is included.

Vocational Rehabilitation (VR) is required to make certain services available to youth and young adults, summarized on this page and in the links provided. These Pre-Employment Transition Services (Pre-ETS) are activities designed to help students with disabilities prepare for future employment. Vocational Rehabilitation (VR) is required to provide certain services, summarized in this handout.

This is part of a 4-part series published by the National Lead Center and the Office of Disability Employment Policy. This brief highlights best practices for state governments to implement in order to improve competitive, integrated employment outcomes for youth with disabilities. It identified common needs, technical assistance, criteria for success, and funding strategies. It is primarily aimed