Transcription of Planning for the transition from high school to adult life
1 1 Planning for the transitionfrom high school to adult life 23 Dear Student:Dear Student:Dear Student:Dear Student:Dear Student:Congratulations! You have started to thinkCongratulations! You have started to thinkCongratulations! You have started to thinkCongratulations! You have started to thinkCongratulations! You have started to thinkabout life after high school and all that it has toabout life after high school and all that it has toabout life after high school and all that it has toabout life after high school and all that it has toabout life after high school and all that it has tooffer. The earlier you start Planning for thisoffer. The earlier you start Planning for thisoffer. The earlier you start Planning for thisoffer. The earlier you start Planning for thisoffer. The earlier you start Planning for thistransition, the greater the chances of living the kindtransition, the greater the chances of living the kindtransition, the greater the chances of living the kindtransition, the greater the chances of living the kindtransition.
2 The greater the chances of living the kindof life you life you life you life you life you booklet is designed for This booklet is designed for This booklet is designed for This booklet is designed for This booklet is designed for youyouyouyouyou and is and is and is and is and isorganized around the different options available toorganized around the different options available toorganized around the different options available toorganized around the different options available toorganized around the different options available toyoung adults as they move from high school to life inyoung adults as they move from high school to life inyoung adults as they move from high school to life inyoung adults as they move from high school to life inyoung adults as they move from high school to life inthe you are thinking about going on toWhether you are thinking about going on toWhether you are thinking about going on toWhether you are thinking about going on toWhether you are thinking about going on tocollege or going straight to work, we hope thecollege or going straight to work, we hope thecollege or going straight to work, we hope thecollege or going straight to work, we hope thecollege or going straight to work, we hope theinformation found here will help you Get a Life !
3 Information found here will help you Get a Life !information found here will help you Get a Life !information found here will help you Get a Life !information found here will help you Get a Life !SincerelySincerelySincerelySincerelySin cerely:::::KentuckKentuckKentuckKentuckK entucky Ty Ty Ty Ty transition Core transition Core transition Core transition Core transition Core TeameameameameamKentuckKentuckKentuckKen tuckKentucky Regional Ty Regional Ty Regional Ty Regional Ty Regional transition Consultantsransition Consultantsransition Consultantsransition Consultantsransition Consultants45~WHAT IS transition ?~In this book we will be talking about one of the most important transitions: graduating fromhigh school ! This is an important transition because it marks the milestone of your becom-ing an adult . However, sometimes there can be barriers to achieving the kind of life you wantafter high school .
4 These may include: Not knowing what you want to do after high school Not knowing who to go to for help after high school Not knowing what your legal rights are,while in school , and after you Tip! transition can be scary. Everything is changing. You re leaving old friends,familiar routines. But it is also exciting! You are an adult now; you willhave more chances for independence; chances to try new things; meetnew people; and become your own person!The purpose of this book is to help you begin Planning for the kind of life youwould like to have after high school . It is designed to help you answer the questionsand concerns you may have as you move from school to adult life, we all make many transitions. Beginning pre- school ; graduating from school ;leaving your parents home; marrying; having a child; moving to a new home or a are just a few examples of such ~HOW DO I PLAN FOR transition ?
5 ~Nobody knows you like you do! Think about the kinds of things you are interested in;the kinds of things you know you do well; the kinds of things you don t like; the kinds ofthings that you might not do so may be helpful to talk with your teacher and/or guidance counselor. Ask them abouthow you have done on achievement and aptitude tests. Ask them to help you review yourschool work and help you see areas of interest and Tip! Can you answer these questions: What do I want after high school ? What supports/skills will I need to get it? Who will provide the supports/skills I will need? It may be helpful to talk withyour parents, a relative, afriend, or someone else whoknows you well and may beable to help you thinkthrough what you mightwant to do after , you don t have to decide right now on what you want to do after highschool, but you do have to start thinking about it!
6 In the back of this section, you will find a Student Survey. The survey may help youthink about what you want to do when you are finished with school . Some of thequestions you might want to ask yourself are:oDo I want to work? If so, doing what, where?oDo I want to go on to college or technical school ? If so, what do I want to study? Where do Ithink I d like to go?oWhere do I want to live after high school ? With my parents? My own apartment? Share anapartment? College dorm?oHow will I get to and from college; work; medical appointments?o What do I want to do in my spare for fun?7If you are having trouble making decisions about the future, identify a small group ofpeople with whom you are close to help you plan. Sometimes this is called a PersonCentered Planning Team. In addition to yourself, this might be your parents, a neigh-bor, a minister, a good friend.
7 This group can help you identify your strengths, needs,and interests. They can help you start thinking about the future. If you are interestedin getting such a group together, check out the follwing web and huge part of making the transition from being a student in school to being anadult in the community is that you have to stand up for yourself. No one else cando this for only is it important for you to know yourself ( what you like, don t like,what helps you learn, etc.) but you also have to have the ability to let other peopleknow these things about you. These are important skills to sure you get copies of your Individual Learning Plan (ILP) and Indi-vidual Education Program (IEP). These can be helpful in letting future teachers(college) or employers (work) know about your skills. They can also be helpfulto you as you develop a addition to thinking about your strengths, needs, and interests, practice tellingsomeone what they are.
8 Write them Tip! Think about how you will share your plans for the future with teachers, parents, etc. It could be a PowerPoint presentation about you like, don t like, do well, need help with; it could be asimple that will help you remember what you want to say about yourself during a transition Planning meeting. 8 transition Tip! For transition success you should have: The ability to assess yourself: your skills and abilities, and needs associated with any disability. Awareness of the accommodations you may need because of your disability. Knowledge of your civil rights to accommodations through legislation such as the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. The self-advocacy skills necessary to express your needs in the workplace, in educational institutions, and in community settings.
9 (Adapted from NICHCY, 1993) Part of Planning for life as an adult after highschool is knowing what your legal rights are. InKentucky, students legally become adults at theage of 18, unless they have had a means that you will be able to sign papers on your own; you can vote; you canmake your own decisions; and many otherthings!However, if you are a student receiving specialeducation, one thing that drastically changeswhen you graduate is that you are no longerentitled to services because you have a disabil-ity. Once you become an adult , you have to beeligible for services you may need due to of the major laws that may impact youas an adult with a disability include:Individuals with Disabilties Education Act (IDEA)Besides making sure that schools help students plan for transition , IDEA also requiresschools to provide all students with a free education that is appropriate for the student andprovided in the best environment.
10 This might mean you take all regular classes but go to aresource room for special help, or it might mean that you receive all instruction in regularclassrooms. IDEA serves students from ages 3 to services under IDEA are something that every student with a disability is entitledto. This means that no matter who you are, what your income, or your family s income is,what kind of disability you have, the school is required to provide a free, are only entitled to these services, however, while you are still in school , typically untilage 18 to 21. When you leave school you must be eligible in order to receive services thatmay help act, sometimes called the Buckley Amendment, was passed in 1974 andgrants four rights to the parents or student. If you are under age 18, your parentshave the right to: See the information that the school is keeping on you Seek amendment to those records and in certain cases append or add to therecord if you do not agree with them Consent to the disclosure of your records so others may see them File a complaint with the FERPA Office in Washington, you reach the age of 18, and if your parents do not have guardianship,these rights are transferred to 504 of the Rehabilitation ActFamily Educational Rights and Privacy Act (FERPA)This act states that no individuals with disabilities should be excludedfrom participating in activities, denied benefits, or be subject to dis-crimination under any programs or activities that receive federal fi-nancial assistance.
