college you will attend to talk about your assistive technology and reasonable accommodation needs. Practice self-advocacy skills by knowing how to describe your disability, how it affects you, and what accommodations you need in college and other education or training options. Keep building your leadership and advocacy skills and lead your IEP team meeting. the guidance office to receive information on post-secondary education and training option scholarships, financial aid, and admission deadlines. Remind family and student about applying for federal financial aid (FAFSA). Complete the SOP (Summary of Performance) with the student if he or she is graduating. Use The 411 on Disability Disclosure workbook to help the student practice self-advocacy skills related to Unit 6 Postsecondary Disclosure. Prepare/support student to lead her or his IEP team meeting. Career Exploration ~ Suggested Activities Grade 8 Student with Family Teacher/Staff or other IEP Team Member Follow directions; finish what you start. Complete chores at home. Explore and talk about what you want to do in the future. Find out about community training classes that could help build skills and add to your resume (first aid, babysitting, etc.) Help student complete career interest inventories at school. Describe results to student and family. Help student learn to use the Career Information System (CIS) website. Grade 9 Get involved in extra-curricular activities (school clubs, sports, etc.), personal hobbies/leisure activities, and community activities that interest you. These might lead Teach employability skills and appropriate work behavior. Update career assessments to identify student’s school and post-school preferences and interests.
Grade 11 career of interest. Talk with your family to clearly define your employment goals. Find out about summer jobs and community volunteer opportunities. Talk about disability disclosure (what you want or need to tell an employer about your disability.) Apply for jobs in your community. Rehabilitation services or Commission for the Blind services. Help student find out if he/she is eligible; complete referral form. If appropriate, invite Vocational Rehabilitation or Commission for the Blind representative to attend IEP team meeting. Give the student and family information about the school district’s 18-21 transition services and discuss if the student might participate. Student with Family Teacher/Staff or other IEP Team Member Grade 11 continued Make a plan for transportation to and from work. Provide information about private and government-funded resources for employment. Talk about training and skills the student needs to continue or move forward in a job. Help student develop clearly defined employment goals and a formal plan. Grade 12 Make a list of personal and family networks- people who may be able to connect you to job opportunities - “It’s who you know.” Identify possible job leads that match your interests. Follow-up on leads. (Call for an appointment, ask to complete an application, etc.) Interview another professional working in your career of interest. If your community hosts a Disability Continue training designed to improve job-seeking skills and work-place basic skills. Support student to update resume and practice interview skills. Provide community-based vocational instruction. Help student find out about internships or apprenticeships in a career of interest. Teach the student how to self advocate by knowing how to describe his or her disability, how it affects him or her, and what accommodations will be needed in a career.
Gather information about how to apply for public assistance like: Medicaid, Social Security Income, Food Stamps, etc. If you are turning 18, apply for any adult services you might need. Grade 12 Get the booklet: “Being an Adult in Idaho” from the Idaho State Bar Association to learn about your rights and responsibilities as an adult. Learn about guardianship, what it means to have a guardian, and other options that are less restrictive. Determine role of various related service personnel in transition planning and student gaining independent living skills. Student with Family Teacher/Staff or other IEP Team Member Grade 12 continued Find information about local self-advocacy organizations such as the Idaho Self Advocate Leadership Network, conferences, and support groups. Find information about how adult agencies can help you and connect with those agencies (Vocational Rehabilitation, Independent Living Centers, Commission for the Blind, Targeted Service Coordination Agencies, Developmental Disabilities Agencies, Mental Health Agencies, etc.) Gather information regarding how to apply for public assistance: Medicaid, SSI, Food Stamps, etc. If turning 18, apply for any adult services you need. After getting permission from parent and student (as appropriate), invite appropriate adult service agencies to transition IEP team meeting.