Parent’s Guide to Transition

Published By

Members of the Mower County Transition Interagency Committee (CTIC)

Updated September, 2012

Table of Contents

Preface………………………………………………………………………………………………………………………………………3

What is Transition?………………………………………………………………………………………….…………………….....4

You and Your Rights, Planning for Training after High School………………………………………….…………7

The Individual Education Plan (IEP) Meeting…………………………………………………………….………….….12

Transition Planning Areas…………………………………………………………….……………………….…………………13

Transition Planning………..………………………………………………………………………………….…………….….…..14

Suggested Transition Timeline (Student “to do” list)…………………………….…………….…………………..15

Transition Planning Guide……………………………………………..…………………………………………………………21

Transition Planning Sheet………………………………………………………………………………………………………21a

Transition Team Members……………………………………………………………………………………………………….22

Learning to make decisions: Students and the IEP…………………………………………………………..……….23

What Is County Case Management?.............................................................................................27

The Use of Assessment in Career Exploration and Preparation………………………………………………..30

Career Education for Students with Disabilities……………………………………………………………………….38

The Role of the Parent in Career Development………………………………………………………………………..40

Additional Online Resources……………………………………………………………………………………….……………42

Facts about the Americans with Disabilities Act…………………………………………………………..……….….44

A Comparison between High School and College………………………………………………………………..……46

Austin Transition Program Brochure………………………………………………………………………………………46a

The Yellow Pages of Transition Resources………………………………………………………………………………..47

Mower County Web Links………………………………………………………………………………………………………..64

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Preface

Legislation requires the development of community-focused, community-based transition committees made up of parents, students, educators, and community service providers. These groups, called Community Transition Interagency Committees (CTICs), have been in operation

since 1987.

The Mower County CTIC meets monthly to discuss ways to make the transition from high school to vocational, post-secondary, and independent living and/or work a planned and smooth adjustment for youth with disabilities.

We have held transition resource fairs for students and coordinated support for students to attend school events. We help in-service teachers and parents on transition.

Parents, youth going through transition, youth in the work force, and business people are all encouraged to join this committee.

If you would like to join CTIC, please contact us.

Erin Stevenson and Joni Irvin-CTIC Co-Chairs507-460-1800

“...The best way to get to where

you want to go is to plan ahead…”

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What is Transition?

Transition is a passage from school to adult life. It is a process whereby students with the assistance of families, school and community agencies participate in building skills and developing plans for adult life.

For some students with special needs, this process is fairly simple. For others, it requires significant planning, trial phases and then more planning. Thinking about the student’s future now will help determine what skills need to be developed.

The student, family, school and community agencies all work together to plan for a successful transition.

Benefits include an early start on identifying strengths and interests in the following areas: Jobs and Job Training Community Participation Home Living Recreation and Leisure Post Secondary Training and Education

The transition planning process should promote successful movement from school to post-secondary education and training, employment, independent living, and community participation based on students’ preferences, interests and abilities. Transition is an outcomes oriented process assisting a young person to make the passage from school to adult life. The emphasis is on the process of transition.

Student’s future goals can be nebulous at best and they may change on a weekly basis. Though some students may know exactly what it is they want to do upon graduation, others may have no idea of their future plans. By completing age-appropriate transition assessments; being involved in transition planning; and receiving appropriate transition instruction, most students will be able to develop appropriate goals for their future following secondary education as well as have concrete plans for attaining them.

It is important for parents and special education interagency partners to facilitate a conversation with students so that even though he or she may not know what they might want to do in the future, it is still important to begin to figure out some goals and what needs and preferences they might have. Career counseling, exploration and guidance can also be written

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into the transition service section of the IEP and additional opportunities can be provided that will help a student develop a vision for what they want to do after high school.

Legal definition of Transition Services under IDEA 1992, 1997 and IDEA 2004

For many years, educators have been concerned about the lack of success in adult life for students with disabilities. Research has shown that a large proportion of special education students did not go for further training and often did not receive post-school support and services. As these children "aged out" (at age 21 students were no longer eligible for a free and appropriate education including services and support) of the educational system, the families felt that they were being dropped into a void. While there were many services out in the community, parents were left to their own devices and would find out about such services and supports by chance. Parents and students were confronted with a complex array of service options and resources, each with unique roles, services, funding sources, forms, and eligibility requirements. The need for a collaborative, readily accessible system was obvious.

What seemed to be missing was the bridge between a student's school system and services for post-secondary school life. As a result, the concept of transitional services was developed to provide students who have special needs with a more structured path to adulthood.

Numerous definitions of what constitutes transition exist in the literature. According to Levinson (1998), the term transition has been used to refer to different processes within the educational environment (for example, it has been used to describe movement from preschool to kindergarten and from elementary school to junior high to school). He defines transition as the process of facilitating the post school adjustment of students, particularly students with disabilities. Post school adjustment is broadly defined to include adjustment to work, leisure, and independent functioning in the community. Furthermore, deFur (1999) states that “transition refers to a change in status from behaving primarily as a student to assuming emergent adult roles. These roles include employment, participating in post-secondary education, maintaining a home, becoming appropriately involved in the community, and experiencing satisfactory personal and social relationships (the DCDT Position on Transition, Halpern, 1994)

Simply put, transition is helping students and family think about their life after high school and identify long-range goals designing the high school experience to ensure that students gain the skills and connections they need to achieve these goals the provision of funds and services to local school districts to assist in the transition process.

In 1992, the laws governing the education of children with disabilities took a major step forward with the introduction of transition services. The rules and regulations for IDEA (Individuals with Disabilities Education Act (See Special Education and the Law section of NAPCSE for a detailed explanation of IDEA) released in 1992 define transition services as:

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A coordinated set of activities for a student, designed within an outcome-oriented process that promotes movement from school to post school activities, including post secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.

The coordinated set of activities must be based on the individual student's needs, taking into account the student's preferences and interests include instruction, community experience, the development of employment and other post school adult living objectives and if appropriate, acquisition of daily living skills and functional evaluation. (IDEA PL101-476, 34 CFR 300.18)

In 1997 IDEA was amended to PL 105-17. In Section 1401 (22) of the IDEA Reauthorization in 1997 related services were expanded to include speech and language pathology and audiology services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, social work services, counseling services, (including rehabilitation counseling), orientation and mobility services, and medical services, except that such medical services shall for diagnostic and evaluation purposes only.

In IDEA 2004, in the area of transition, the new law contains the following provisions:

IDEA has been amended to clarify that one of the primary purposes of the law is to ensure a free appropriate public education designed to meet each student's unique needs and to "prepare them for further education, employment and independent living."

The revisions to IDEA eliminate the references to transition activities beginning at age 14; now, all transition requirements are to be followed not later than the first IEP to be in effect when the student turns 16 years old.

The definition of "transition services" has been modified to emphasize that the services must be designed "within a results-oriented process" which is "focused on improving the academic and functional achievement" of the student. "Vocational education" has been added to the list of potential services and the student's "strengths" are to be taken into account as well as his or her preferences and interests when considering the student's transition needs.

Schools are required to set clear and specific transition goals beyond secondary school. The student's IEP is to include "appropriate measurable postsecondary goals based on age appropriate transition assessments" and describe the transition services, "including courses of study," needed to reach his or her goals.

Schools are required to provide graduating high school students with disabilities a summary of their accomplishments and transition needs as they leave school.

(National Association of Parents with Children in Special Education (NAPCSE): http://www.napcse.org/site/members/TransitionServices/Transition-Services-Definitions.htm)

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YOU AND YOUR RIGHTSPLANNING FOR TRAINING AFTER HIGH SCHOOL

Do you know what it means to have a right to something?

To have a right means that you have the same chance or opportunity to do something as other people, even if you have a disability.

But people are not given the same chances or opportunities!

That’s true. People who have a disability do not always have the same chances as others to go to school or get job training. People with disabilities are sometimes treated unfairly. That is called discrimination.

Give me examples of unfair treatment.

John wants to take a class at the local vocational school. The class he wants is on the third floor. John uses a wheelchair and there is no way he can get to a class on the third floor. John does not have the same chance to take the class as other people who can walk.

Ann is deaf. She wants to go to a community college. Ann cannot hear and understand everything her teachers say. Ann does not have the same chance to do well in school as other students who can hear.

Both Ann and John are not being given a fair chance to go to school and learn. They are being discriminated against.

Don’t John and Ann have a right to go to school and learn?

Yes. They need to know about their civil rights. Civil rights are laws that help people with disabilities have the same chance as people without disabilities. For John to have a fair chance, the class he wants to take would need to be moved to the first floor. That would be fair treatment. For Ann to have a fair chance, she would need an interpreter in her class. Civil rights laws allow this to happen.

What are these laws?

Two laws you need to know about are:

Section 504 of the Rehabilitation Act of 1973

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and The Minnesota State Human Rights Act, 1983

How can these laws help me?

The laws say that people who have a disability must be treated fairly in education and training programs. The law also requires fair treatment for people in employment, housing, and access to public services.

What disabilities are covered?

The laws help people who have disabilities that limit major life activities. These include:

Taking care of one’s self Physical limitations such as walking, seeing, and hearing Learning Working

Most disabilities are covered under these laws. To prove that you have a disability, you need a letter or a report that explains what type of disabilities you have and how it causes you problems in one or more of the above areas. To get a letter or a report explaining your disability, ask one from a special education teacher, a doctor, or a psychologist who knows you. The letter or report must be from someone who works with people with disabilities. A letter from your mom or dad cannot be used.

Who must follow these laws?

Section 504 is a federal law. Any school, group, or agency that gets money from the federal government must treat people with disabilities fairly. It is against the law to discriminate.

The Minnesota State Human Rights Act is a state law. It applies to schools, agencies, and employers in Minnesota.

There are many rules about who must follow these laws. If you want to learn more you can call:

Mower Council for the Handicapped111 North Main St.Austin, MN 55912Telephone: 433-9609

Can the laws help me get training after high school?

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Yes. The laws say that school must take special steps to help people with disabilities so that they can learn and work just as people who do not have a disability.

What are some of the things schools must do?

Schools must have equal access.

Physical Access: Students must be able to get around easily in the building they use. Ramps, elevators or large bathrooms can make it easy for a student to move around in a wheelchair, for example. A class that is scheduled to meet in a building with many flights of stairs may need to be moved to a building with no stairs or with ramps.

Program Access: People with disabilities have a right to enroll in vocational school or college programs if they meet the same entry rules that any other student would need to meet. Each school has different entry rules. These can include:

Open-door; anyone can attend High school diploma Grade point average Class rank Entrance tests Scholastic Aptitude Test (SAT) American College Testing Program (ACT)

Other Testing may be done to decide what kinds of support services a student may need to be able to do the course work.

Admission tests must be given fairly. Students may need to use an interpreter, Braille, or have a longer time to answer questions, for example. The test must be given in places that students with disabilities can get to.

Students with disabilities must be able to use the same programs as services that other students use. Some of these services might be:

Counseling Health care services Financial aid School social clubs Job placement services Tutoring

Schools must make reasonable accommodations

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Courses must be taught so that students with disabilities can learn. Tests must be given in ways that will allow a person with a disability to show what he or she knows. A student may need to have a note taker in class or use a tape recorder for lectures. They may need to have another person write down their answers to a test, or be able to say the answers aloud instead of writing them down. They may need to use an interpreter. They may need special tools or equipment to do their work. Schools need to make changes or accommodations so that students with disabilities can learn, but schools do not have to lower their standards. Once the accommodations have been made, student with disabilities are expected to do as well as non-handicapped students.

How can I get help to plan my school program?

If you are planning on attending a vocational school, community college, college or university, you will want to talk with a person in the school’s office for students with disabilities. The title of the person may be different in each school. Sometimes they are called special needs coordinators, or 504 Officers. It is important that you talk with someone at the school who works with students with disabilities before applying to a school. That ways you will know what services are available if you need them and you will know who to talk to if you do run into problems.

Protect Your Rights

What should I do if I’m being treated unfairly?

If you have questions about the laws or how they affect you as a person with a disability you can call:

Minnesota Disability Law Center430 First Avenue, N., Suite 300Minneapolis, MN 55401-1780(612) 332-1441Email: aroberts@midmnlegal.org or phoopes@midmnlegal.orgWeb: www.mnlegalservices.org/

Minnesota Department of Human Rights190 East 5th Street, Suite 700St Paul, MN 55101651-296-5663Toll free: 1-800-657-3704TTY: 651-296-1283

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Office for Civil RightsU.S. Department of Education Chicago OfficeCitigroup Center500 W. Madison Street, Suite 1475Chicago, IL 60661Telephone: 312-730-1560FAX: 312-730-1576; TDD: 877-521-2172Email: OCR.Chicago@ed.gov

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The Individual Education Plan (IEP) Meeting

Minnesota statutes require that beginning at grade 9, or age 14, the student’s need for transition services be addressed in his/her IEP. The IEP is developed at an IEP meeting. Participants at this meeting vary, depending on the individual student’s needs, or questions that need to be addressed. All Transition IEP meetings must include the student, parent, special education teacher, general education teacher, and school administrator. Also included may be community adult service providers who can address issues regarding post high school adjustment. It is very important that this communication between the school, parents, and the community providers is established. This will provide coordination of services which focus on post secondary goals in the writing of the IEP. Transition planning should address the following areas:

1. Where the individual will live2. How the individual will travel within the community3. What the individual will do for fun and leisure4. What personal management skills the individual will need5. How the individual will be financially supported6. Where the individual will work7. How relationships will be developed/maintained with the individual’s family and friends8. What medical services the individual will need9. What types of advocacy and legal services the individual will need

When writing the transition plan, the following questions need to be asked:

1. Does it have the involvement and input of parents/guardians and student?2. Does it represent programming and future opportunities in three major areas: Jobs &

Job Training, Post-Secondary Training and Learning, and Home Living (which may include Community Participation and Recreation/Leisure)

3. Does it contain precise objectives, training activities, materials and resources, and evaluation strategies?

4. Does it include the input of educators and adult service providers who will be involved in providing future services?

5. Does it include related professionals and evaluators to present information on how to ease the transition from school to work and adult life?

6. Does it include a provision for training in the actual future environments that the student will experience upon leaving school?

7. Does it place priorities on the goals that will be needed in order to function successfully in post-school environments?

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Transition Planning Areas

1. Jobs/Job Training: Acquisition of skills for employment or other meaningful adult activities

2. Post Secondary Training/Learning: Education and/or training that occurs over a lifetime3. Home Living: Necessary skills to fully participate in life in the home4. Community Participation: Skills needed to access community resources including

people, public places, and activities5. Recreation/Leisure: Acquisition of preferred activities during free time

Considerations in Addressing Each Transition Planning Area

Communication Skills Financial ManagementInterpersonal/Social Skills TechnologyEmotional TransportationMedical/Physical Student ChoiceAcademic Skills Anticipated Future EnvironmentAdvocacy/Legal

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Transition Planning

When should transition planning start and what are the steps to follow?

Transition planning is an ongoing process which should take place in a systematic progression throughout a student’s secondary school years. Below is an example of a sequence of steps which may be followed. The ages designated are somewhat arbitrary and the list will vary for each individual.

Age of student Step Contact

Up to 14 Participate in Career Awareness activities School staff14-16 Explore alternative transportation options

Obtain a state I.D. cardCareer explorationObtain a Social Security numberApply for County Case Management Services

Community ProvidersDrivers License BureauSchool StaffSocial Security AdministrationCounty Human Services Dept.

14-17 Apply for Medical AssistanceTEFRA-CHCO

County Human Services Dept.County Human Services Dept.

15-17 Apply for S.S.I.Apply for Income Support (if needed)

Social Security AdministrationCounty Human Services Dept.

16-18 Apply for Legal Representation (i.e. wills, guardianship, conservatorship, trusts)

Legal AdvocacyLocal ARCAttorney

17-18 Apply for Vocational Rehabilitation ServicesSelective Service registration (males only)Visit possible work sites & places to liveDevelop transition plan. Address quality of life issues as part of the IEP process

Voc Rehab officePost OfficeService ProvidersService Providers &Transition Planning Team

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Suggested Transition TimelineStudent “To Do” List

Pre-High School Tasks Know which classes and Minnesota Comprehensive Tests are required to meet

graduation in your high school.

Take required classes in English, math, science, social studies, and others.

Develop study skills and strategies that you know work for you.

Investigate which high school classes will best prepare you for the colleges/training program you want to attend.

Investigate your options among schools and programs of study and choose ones that will promote your academic and career interests.

Investigate how to save money for college/training programs and options for financial aid.

Your IEP should include the course of study needed for you to transition to your long-range goals in the areas of employment, postsecondary education/training and independent living.

Identify basic skill needed in reading, math and written language.

Plan to graduate with your same age peers and plan your course of study accordingly.

Begin a transition e-folio of important documents and work samples that may be helpful in postsecondary planning.

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Freshman Year Tasks Learn the specific nature of your disability and how to explain it so others will

understand your needs.

Learn how to participate actively in your IEP, especially your transition plan, which is your plan to help you achieve your postsecondary goals.

Learn how to advocate for yourself in developing your transition plan with your case manager and IEP team.

Prepare academically by carefully planning your course of study.

Work with your guidance counselor to be sure that you will have the credits you need to graduate on time with your peers.

Develop your academic independence by learning how to use your accommodations, assistive technology, and learning strategies– LEARN HOW TO LEARN!

Meet with your guidance counselor to explore college/training resources available in your community.

Explore career options with your guidance counselor and visit your school career center.

Become involved in school or community-based activities that interest you.

Talk to people in various professions to find out what they like and dislike about their jobs and what kind of education is needed.

Continue to strengthen your basic skills in reading, math and written language.

Learn strategies to help you access course work comparable to your peers.

Continue to add to your transition e-folio.

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Sophomore Year Tasks Actively participate in your IEP transition planning with your case manager and

IEP team.

Take courses to prepare you for college/training.

Strengthen your academic skills in reading, math, and written language

Add to your transition e-folio.

Add to your understanding and use of learning strategies to help you access the same course work as your peers.

Participate in extracurricular activities, hobbies, and work experiences.

Identify interests, aptitudes, values, and opportunities related to the career in you are interested in.

Meet with your career or guidance counselor to discuss postsecondary education/training and their requirements.

Register and take the Preliminary Scholastic Aptitude Test (PSAT) in the fall — consider using testing accommodations if needed.

Speak with college/training program representatives that visit your high school and are at college/career fairs

Visit college campuses and meet with a Disability Services Specialist.

Continue to save for college/training programs and investigate funding sources.

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Junior Year Tasks Participate in your IEP transition planning with your case manager and IEP team.

Be involved in school or community-based extracurricular activities.

Match your interests and abilities to a postsecondary choice.

Look for postsecondary options that you might be interested in and the kind of campus community in which you would like to live.

Identify the appropriate academic accommodations and services that you will need your postsecondary setting. (Be sure to include assistive technologies such as electronic devices and specialized computer software).

Keep a current list of the academic and personal accommodations as well as services you use in high school in your transition e-folio.

Consider taking a course to prepare for the Scholastic Aptitude Test (SAT) Test or for the ACT Assessment (ACT).

Take the SAT or ACT in the spring. Consider taking them more than once – once with testing adjustments and once without them.

Establish a possible career goal (you can always change your mind!)

Improve your time management, study skills, assertiveness training, and stress management skills.

Advocate for yourself – not everyone will understand your disability or your needs.

Gather information about college/training programs that offer the disability services you need (you may want to add these to your transition e-folio.

Speak with college/training representatives who visit your high school and at college fairs.

Visit college/training campuses and especially service providers to verify the available services and how to access them.

Ask for written recommendations — teachers, counselors, employers, coaches, etc.

Investigate the availability of financial aid from Federal, State, local, and private sources.

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Junior Year Tasks….continued

Investigate the availability of scholarships provided by organizations, such as corporations, labor unions, professional associations, religious organizations, and credit unions.

Continue saving for college/training program.

Contact the Division of Rehabilitative Services (DRS) Counselor who serves your school to determine your eligibility for DRS services.

Invite the DRS counselor to attend your IEP meeting.

Make sure that the documentation of your disability is current. Colleges/training programs usually want current testing, less than two years old when you begin.

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Senior Year Tasks Meet with your guidance counselor early in the fall to discuss your plans.

Continue to develop your advocacy skills and study skills.

Plan to visit college/training campuses early in the year.

Role-play college/training program interviews with guidance counselors, family members, and teachers.

Take needed placement tests.

Take your transition portfolio with you to share with disability service providers, if appropriate.

Compare the various colleges and think about living in the campus community (e.g., housing, social activities, classrooms, disability services, leisure activities, athletic activities, comfort level with support service).

Apply to two or more of your preferred colleges/training programs.

Prepare your applications carefully, paying close attention to the instructions and deadlines. Be neat. Be accurate.

Take the SAT again, if appropriate.

If not done in your junior year, contact the Department of Rehabilitative Services (DRS) counselor to determine your eligibility for DRS services while in college

Finalize your transition e-folio so that it contains at least the following

Copies of your psychological and educational evaluations Transcripts ACT or SAT scores Your current or latest IEP Your medical records (if appropriate) A writing sample or other work samples related to your area of interest Your letters of recommendation from teachers and employers The current list of academic accommodations and services you may need

in college/training program (be sure to include assistive technologies) Letters to college admissions and service providers requesting a visit. College/training program visits results

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Transition Planning GuideIn order to plan for the transition from high school, parents, students, and professionals needs to first consider where the young adult will transition to…vocational school, a semi-independent living program, college, supported employment, etc.

Often the most difficult part in transition planning is trying to imagine life after high school. However, without some direction or goal, programming during the secondary years may be unrelated to what our sons/daughters need to learn to be successful in the post high school environment.

The following Transition Planning Guide Sheet is designed to generate ideas and discussion between parents, students and professionals regarding life after high school. Nine transition issues are listed along with four corresponding questions for each issue.

Questions 1 and 2 address where the student is presently and where he/she wants to be after high school. Questions 3 and 4 address the skills that a student needs to learn and/or support services he/she will require to achieve his/her post high school goals. When considering questions 3 and 4 keep in mind the amount of time that has already been spent teaching a student specific skills. If you discover, for example, that your 10th grade son continues to be a very poor speller after 4-6 years of spelling remediation, even with 2 additional years of remediation it may be unlikely that he will improve to the point of being able to independently fill out a job application. Rather than just focusing on spelling or practicing how to fill out job applications, identifying compensatory strategies and employment support services may be a more appropriate course of action.

While the planning guide lists nine transition issues, focus only on those issues relevant to your situation. Remember, this planning guide is to help you generate ideas prior to formal transition planning. However, you will find that much of what you discuss can become part of the transition goals and objectives written in the IEP.

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Transition Team MembersRequiredParent(s)StudentSpecial Education TeacherGeneral Education TeacherSchool Administrator

SuggestedCounty Case ManagerVocational CounselorDivision of Rehabilitation ServicesOther adult service providers as appropriate

Adult Service ProvidersCAP- Client Assistance Project of the Legal Aid Society of MinneapolisCC- Community College SystemMCDHS- Mower County Department of Human ServicesDT/H- Day Training & HabilitationDRS- Division of Rehabilitation ServicesCVS- Cedar Valley ServicesJPTA- Job Training Partnership Act; services are provided by regional job

training officesPACER- Parent Advocacy Coalition for Education RightsSEMCIL- Southeaster Minnesota Center for Independent LivingSSB- State Services for the BlindTC- Technical College

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Learning to make decisions: Students and the IEP

When you think about your son’s or daughter’s future, do you see him/her being able to make decisions and taking at least partial responsibility for choices in his/her own life?

Or, if she/he could receive some training now in decision making and the skills involved, might this kind of self-guided future be a possibility for your son or daughter with disabilities?

Consider the many occasions when young adults with disabilities will interact frequently with professionals who share responsibility for various areas of their lives. The interactions may be the kind in which the caretakers and providers decide for our sons and daughters what is to happen in their lives. Or our older children with disabilities can learn how to have a voice in the decision process and to express their thoughts and wishes.

The type of interaction depends in part on the communication skill young adults with disabilities possess, and development of these skills should not be taken for granted or left to chance.

Working on these skills can begin when students are still in school and their participation in situations where planning for their future is involved is a logical and sensible preparation for adulthood decision making.

One possible opportunity for their participation is during IEP meetings if a certain climate exists during these important planning sessions. That is:

1. Do the professionals present treat the parent(s) with respect and as an important member of the team?

2. Do the professionals appear to desire and value the parent’s input? If so, they will probably direct questions to the student and listen to his/her views.

3. Do you, the parent, feel you can act as a positive role model for your son or daughter? That is, can you assert yourself and express your views positively and politely, yet firmly? Or, in other words, would the student benefit from seeing how Mom or Dad interacts with professionals in possibly difficult situations?

4. Is the IEP meeting probably going to be what it’s supposed to be: a session devoted to planning services according to the individual student’s assessed needs and to discussing his/her transition needs and how current programs relate to the future?

If a parent deices that the answers to these questions are probably negative, then the student’s participation is also likely to be negative and not the desired learning experience. If this is the

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case the parent may want to look for other opportunities in the family’s life where the student could gain some practical, real world planning and decision making experience.

Let’s assume in your case, however, that the EIP meeting can be a positive learning experience. Then student involvement at their own IEP session can yield several important results.

1. It’s a good point for them to begin taking over responsibility for their life and to start setting their own directions. It’s an occasion that clearly presents all kinds of important potential decisions to be made and one where the process of what is decided now can be clearly tied to results that are likely in the future.

2. It is an excellent opportunity for students to begin interacting with professionals who share responsibility for an area of their lives and to practice for the future when they will need to deal with a variety of service providers on their own.

3. It’s also a good opportunity for students to develop a better understanding of their own disabilities and to learn how to let others know about the special needs related to the disability. Surprisingly, though, someone may have lived with a disability for 15 or 16 years and have little understanding of its implications for the future and the accommodations that will be needed, or that can be made, to help him/her succeed as an adult member of the community.

The IEP meeting links together present needs with reasons for current programs and some hoped for future results. It’s good preparation for communication about one’s self to professionals in the future.

BEFORE THE IEP MEETING

Parents can begin to prepare their youngsters with disabilities even earlier than the high school years for eventual participation in IEP meetings. For instance, the purpose of and IEP and what Mom and/or Dad do when they go to that meeting at school can be explained to the youngster as soon as they are able to understand.

In middle school for the first time, students often experience choices about some of the classes they may take. This presents an excellent opportunity for some guided decision making as parent sit down with sons and daughters to talk over together the reasons form and benefits of choosing one class over another.

Finally, in high school or even earlier, preparations should be made for a student to attend an IEP meeting itself with all parties concerned.

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First, parents may want to let the school know that the student will attend. Before the meeting, parents and school staff could discuss what the student should gain from participation and the positive and sensitive manner in which it is hoped the youth and his/her input will be treated.

The student should not be expected to walk into an IEP meeting “cold” and have participation prove fruitful. Parents or school staff might first review with him/her what the IEP actually looks like, who will be at the meeting, what the IEP process involves, and what goals and objective are. They could also discuss some of the topics on which the student’s input will be sought, for instance, his/her interests and hopes and goals for the future.

Also, as mentioned earlier, a useful opportunity that the IEP meeting can present for students is practice in describing to others their own perspective of what their disability is and what it means in terms of what they can and cannot to at school, in home, and in the community. This shouldn’t be approached, of course, as a way of gaining sympathy.

Rather, it will be important to them in the future when advocating for themselves to:

1. Be able to explain to others what their handicap-related frustrations and limitations are2. Describe what is needed to help overcome these restrictions, and3. Be able to express what their strengths and abilities are since good programs are built

around what a person can do as well as designed to help overcome what she/he cannot do

Before the IEP meeting, parents can encourage their son or daughter to think about the kind of input he/she may want to offer on the above topics to help the IEP tem plan his transitional programs.

As a final step in preparation, parents and students will want to talk about how they will handle any disagreements between themselves that might surface at the meeting. Both parties need to be realistic and remember that a school meeting is not the best place to air differences of opinion within the family. Though differences may well exist, getting into a heated argument in public isn’t good strategy for achieving good services.

On the other hand, parents who are committed to the idea that their son or daughter will be gradually assuming responsibility for the direction of his/her own life must be prepared for disagreements that will occur should the youth’s vision of his/her life’s direction be quite different from his/her parents.

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This does not mean that parents must be ready to automatically give up all their own decision-making authority. In fact, they may find it wise to reaffirm with their youngster, before the meeting, that they still hold the final responsibility for plans and choices made at the meeting.

However, if students are truly to begin “taking ownership” of their futures by participating in IEP planning, then parents and school staff will want to treat the student’s input with respect and consideration, even though it’s not the input they’d anticipated…or are excited about hearing.

Do the goals and objectives being developed at today’s meeting actually relate to the student’s own long-range interests and hopes? If not, with what degree of enthusiasm will they be pursued? Is some redesigning a good idea?

GOALS OF STUDENT INVOLVEMENT

We can view a student’s participation in the IEP process as a good training ground for becoming a good self advocate as he/she works to develop an independent life within the community.

Real student participation in the development of IEPs is also some insurance that the goals and objectives will be pursued. Few of us, disabled or nondisabled, are eager to live lives planned for us by someone else.

Reality has taught us that adult life can be different for persons with disabilities in ways not immediately apparent. Nondisabled persons, for instance, can reach the last year of college (and beyond) without anyone demanding that they give really hard thought or solid commitment to their future direction.

Yes, person with disabilities, to ease their transition into adult life and gain access to programs and services with long waiting lists, are encouraged to begin planning for their futures several years before they leave high school, their childhood homes, or the state of childhood. For practical reasons (such as the length of time required to get into a program), these early plans may actually involve rather solid commitments from the youth.

A dilemma results: Choices that set the direction of life for young people for years and years in the future are, of necessity, being made for them by other-parents and teachers. In order to keep their lives in their own hands as much as possible, their involvement in these early choices is critical.

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What Is County Case Management?

Minnesota Statute mandates the provision of case management services. In 1986, the Minnesota Department of Human Services promulgated a regulation, Rule 185, which directs counties in their provision of these services. Rule 185 defines case management services as “identifying the need for, planning, seeking out, acquiring, authorizing, and coordinating services.” According to Rule 185, these services include “monitoring and evaluating the delivery of services to, and protecting the rights of, persons with a developmental disability or a related condition.”

Case management involves:

Identifying the unique needs of a person with a developmental disability or a related condition

Developing a plan to meet those needs

Implementing that plan, and

Monitoring and changing the plan based on the needs of the individual person

These case management activities are done for a very specific purpose: to provide services that meet the level of the person’s needs in the least restrictive environment and in a cost-effective manner.

Services should be provided in the least restrictive environment. Least restrictive environment means more than the type of building or surroundings a person lives in. That term describes the way in which the person is treated, how much the person is allowed to act on his/her own, and how much the person is involved in the community and with persons who are not disabled. Least restrictive environment principles should be considered at every step in the case management process.

Services should also be cost-effective. Sometimes cost-effective is simply a codeword for not spending money. The term should not be viewed that way. Everyone-the county, the person to be served, the parents, guardians, or conservators-should want services which are effective in meeting the needs and as inexpensive as possible.

Who Is a Case Manager?

The county case manager is the key person to coordinate all that needs to be done. This person is employed or contracted by the county social service department and is responsible to ensure that services are provided in accordance with Rule 185. The title of the person may vary from county to county. In some counties you may be working with someone whose title is social worker, while in other counties the person’s title may be case aide, social service specialist, or

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case manager. Regardless of the title, Rule 185 requires that the person who provides case management services must meet specific education, experience, and training qualifications.

Why Does My Child Need Case Management Services?

County case management is a service which coordinates any social services your child may receive. Case Management is a service in and of itself. Qualified individuals can request and receive case management without using other services. A case manager must document the need for and appropriateness of all services which have to be paid for with county or state funds. In other words, the case manager must give the ongoing authorization for services. Any adult with a developmental disability or a related condition who wants to obtain services and access programs in the county needs county case management services.

A case manager should be involved in the process of transition for young people with a developmental disability or related condition. Transition refers to the process of moving out of the educational system into the world of adult services. It is important that the case manager get to know your child and learn his/her strengths and needs. Then the case manager can work with you so appropriate services are provided while your child is of school age, during the transition years, and after graduation.

Parents of any child with a developmental disability or a related condition whose needs for support and services cannot be met by informal methods along should request help from the county. Some examples of these types of services would be:

1. Assistance in the day-to-day physical, medical, or behavioral management of the child

2. Respite care for the child which would provide relief and support to the parents on a regular basis

3. Assistance in the extra costs incurred in meeting your child’s needs due to his/her disability

4. Planning for transition from school to adult services

The programs are all available in counties, but many times there are waiting lists to receive these services, so the sooner contact is made with social services, the better.

Who Is Eligible To Receive Case Management Services?

Historically, Minnesota law only required that counties provide case management to people with a developmental disability. Based on the realization that people with similar disabilities and needs could benefit from services like those used by persons with a developmental disability, the Legislature amended the law to require counties to also serve people with “a related condition.” The amendments define a related condition as a disability attributable to

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cerebral palsy, epilepsy, autism, or any other condition that is closely related to a developmental disability, (but not mental illness) which results in the following:

Impairment of general intellectual functioning

Adaptive behavior that shows a severe deficit in skills related to personal independence and social responsibility

Requires treatment or services similar to those required for persons with a developmental disability

To be a related condition, the disability must also be likely to continue indefinitely and result in substantial limitations in three or more of the following areas of major life activity:

Self care

Language skills

Learning

Mobility

Self direction

Capacity for independent living

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The Use of Assessment in Career Exploration and Preparation

Students with disabilities sometimes have more limited opportunities for work experience than do their able-bodied peers. Because they often have more difficulty than others in developing a concept of themselves as workers and active participants in community living, students with disabilities need objective information about their work abilities and interests. One way for students to learn more about themselves in relation to the world of work is to participate in vocational assessment.

What is Vocational Assessment?

It is a systematic examination of an individual’s interest, aptitudes, motivation, academic skills, physical health, and psychological, social, and emotional development.

What is the Purpose of Vocational Assessment?

1. It develops self-awareness in the student (What am I good at? What is hard for me? What do I like to do?).

2. It identifies how a student learns best so that teaching methods and curriculum materials can be adapted to an individual student’s needs.

3. It provides information to help determine a vocational goal and develop a plan to reach that goal.

Who Does Vocational Assessment?

Qualified vocational education, special education, and rehabilitation staff conduct and/or assist in the vocational assessment of handicapped students. Required staff should include an individual who is qualified in vocational evaluation and who can coordinate the various components of the vocational assessment process.

Some of the people who may be involved in the assessment process may be:

Special education teachervocational education teacherspecial needs coordinatorwork experience coordinatorwork evaluationpsychologistrehabilitation counselorcounty case managerphysician

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occupational therapistphysical therapistinterpreter for the deafreader for blind studentmobility and orientation specialist

When Does Assessment Take Place?

Assessment is an ongoing process and takes place throughout a student’s school years. Specific kinds of assessment activities should occur when a student is able to benefit from them. Younger students should be involved in general vocational exploration, with more specific vocational evaluation and planning occurring during high school. Assessment should be used not only to determine levels of academic placement, but to develop specific vocational objectives and training plans with the student.

What are the Components of Assessment?

A review of the student’s medical, psychological, educational, and social history is done to help set the goals for the assessment process.

Standardized Testing includes tests of interests (likes and dislikes), aptitudes (potential to learn), and achievement (a measure of what a student has learned).

“Hands On" Exploration Experiences:

Work sampling involves work tasks in simulated work settings in a school or rehabilitation facility. It allows a student to try jobs in many categories and compare interests and aptitudes for each.

Work experience involves a paid work experience in the community, most frequently arranged by a school work experience coordinator.

Job shadowing is an unpaid community based work experience. A student observes a worker, learns limited job tasks, and explores the world of work on several different job sites.

Situational assessment is a job trial on a specific job in a community work setting. Real work activities are used to examine a student’s aptitude, interest, and motivation.

Observation of work behavior is a method of recording what a student does. Specific behaviors that are observed may include: attention span, work tolerance, grooming, ability to get along with co-workers, punctuality, responding to supervision.

Individual vocational counseling to determine the student’s interests, work values, attitude, and potential career goals.

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What is Rehabilitation Counseling Services

Rehabilitation counseling services are "services provided by qualified personnel in individual or group sessions that focus specifically on career development, employment preparation, achieving independence, and integration in the workplace and community.... The term also includes vocational rehabilitation services provided to a student with disabilities by vocational rehabilitation programs funded under the Rehabilitation Act of 1973, as amended." [Section 300.24(b)(11)]

The role of the rehabilitation counselor, according to the Council on Rehabilitation Education (1996), is to provide students with disabilities "assistance to their vocation, social, and personal functioning through the use of professionally recognized interaction skills and other appropriate services" (p. 36). To this end, rehabilitation counseling services generally may include:

assessment of a student's attitudes, abilities, and needs; vocational counseling and guidance; vocational training; and identifying job placements in individual or group sessions.

What Skills are Examined in Assessment?

The process of vocational assessment is student-centered. It is a process that is done by, with, and for the student, not to the student. It should help the student identify options ad opportunities, and to identify his/her strengths. Some of the skills and behaviors that need to be examined in the assessment process are:

1. Cognitive skills Basic reading and mathConcept informationCognitive styleProblem solving abilities

2. Manual Skills Manual dexterityEye/hand coordinationFine motor skillsMobility

3. Interpersonal Skills Work attitudesAbility to cooperate, work with othersSelf confidence, self conceptRelating to others, communicating

4. Perceptual Skills Spatial discrimination

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Size discrimination

5. Work Aptitudes Remember instructions, proceduresCapable of planning and organizingImprove and practice

6. Work Behaviors MotivationConcentrationPersistence

7. Interests Personal goals and interestsHobbies, leisure time activitiesAcademic-favorite and least favorite subjects

8. Previous Experiences Work, volunteerIn schoolWork related information exposureSkill, knowledge

9. Job Exploration Results PreferencesAptitudesStrengthsWeaknesses

10. Social Adjustment Home/familyRelationship with peers in school, teacher

How Will I Know That the Assessment Accurately Reflects My Son/Daughter’s Abilities, Interests, and Vocational Potential?

Every student and parent should be concerned that the assessment process be used to open doors of opportunity rather than close off opportunities for a student as he/she moves toward employment and greater independence. Here are some questions you can ask to ensure that the assessment is used to develop an appropriate vocational plan for your son/daughter.

1. Has your son/daughter been an active member of the planning team to the greatest extent possible?

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2. Have you been included in the assessment process in providing information about your son or daughter’s skills, interests, and behaviors? Have you been involved in planning the assessment as well as evaluating the results?

3. Does the assessment process include a genuine look at your child’s strong points-not only his deficits, weaknesses, or disabilities?

4. Does the assessment describe the way your son or daughter learns best-by listening, by seeing, by reading, by feeling- or by a combination of these?

5. Does the assessment process pinpoint areas in which your son or daughter needs extra help, remediation, or adaptation in instructional methods, material, or environment?

6. Has the school staff given your child only paper-and-pencil interest tests to assess his vocational potential? Have they included (or are they planning) a work exploration period during which he can find out first-hand about his interests and aptitudes?

7. Does assessment include observation of your child’s work-related skills and habits, including social skills, grooming, ability to follow instructions, take criticism, listen, express his/her own need for help?

8. Is the assessment being used as a learning process, and not just to predict success or failure in a given area?

9. If training is recommended as a result of assessment are there potential employment opportunities available in the local area?

10. Are assessment recommendations consistent among resources? Is there a pattern of observations that are similar?

11. Does the assessment measure one-time performance on a task? Can performance be increased with practice?

12. Is there a team involved in assessment-including a variety of professionals who know your child in a different way? For instance, a team referred to by law as “multi-disciplinary” could include your child’s regular class teachers, special education teacher, vocational educator, psychologist, speech pathologist, nurse-depending on student’s needs.

13. Has your child received a full medical check-up?14. If your child has already chosen an occupational area, has a careful assessment taken

place of his skill levels in this area? Have the necessary skills been analyzed so that he will start where he needs to start?

15. Have all tests given to your child been fair? Have they made appropriate accommodations for his disability? For instance, if necessary, has he been provided with tape-recorded questions or a reader, and interpreter for deaf? Has testing time been extended, or given in a separate room-if necessary?

16. Are the tests your child has received been free of cultural bias? Does he speak the language in which the test was given? Does he understand the terms used-or does he

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come from a geographic area or cultural background that may make many words incomprehensible?

17. Does the assessment point out what aids or related services your child should have in order to succeed? Does the process look at such needs as a remedial reading tutor, special counseling to help him deal with classroom pressures, brailed or taped instructional material, etc.?

18. Have you been given a full report of the assessment? Has it been explained to you in jargon-free language?

19. Do you feel that the assessment is accurate, that it fits your child?20. Do you feel ready, on the basis of the assessment, to participate in an IEP meeting to

help plan an appropriate program, set goals and objectives to chart your child’s vocational progress?

What Happens After an Assessment?

When a student’s vocational assessment has been completed, the student, parents, and school and/or rehabilitation professionals will meet to discuss the evaluation results and develop a vocational plan. A written report of the assessment should be prepared. The report should answer these questions:

What was assessed? (i.e. skill, behavior, aptitude) How was it assessed? By whom? What are the results? (i.e. test results, production records, work sample results) What strengths were identified? What weaknesses were identified? How can weaknesses be overcome or compensated for? What is the potential for job training and placement? What supportive services need to be provided to become employable? (i.e. medical

help, counseling, skill training, etc.) Are modifications of equipment and/or facilities necessary for training or job placement

to occur? What are the recommendations for training, placement, and follow-up services?

Once the assessment has been completed and a vocational plan has been developed, this information should be used to develop the goals and objectives for the student’s Individual Education Plan (IEP). Here are some questions to consider with the planning team as the IEP is being written.

IEP Vocational Goals and Objectives Checklist

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1. Has vocational evaluation and assessment been completed?2. What is the overall goal for your child’s futures? Is it addressed on the IEP?3. Are the goals and objectives functional? (i.e. do they reflect skills your son/daughter

needs to function in daily interaction with his/her environment?)4. Are all modifications to equipment and curriculum listed5. Do goals and objectives reflect your child’s needs rather than the general curriculum

objectives?6. Are your observations of your child’s abilities noted?7. Is your child enrolled in a vocational education program that meets his interest and

aptitude, rather than just the stereotyped coursed generally offered to students with disabilities?

8. Has your child been refereed to Rehabilitation Services?9. Was the Rehabilitation Services Counselor present at the IEP meeting? Did she/he give

input?10. Do the IEP (school plan) and IWRP (rehabilitation plan) reflect cooperation between

agencies?

Additional Areas to Consider

Career Exploration and Work-Based Learning

Work-Based Learning (WBL) is an effective approach to employment preparation for youth with disabilities. Students begin to engage in non-paid career exploration, career assessment, and work-related training experiences to identify their career interests, assess their employment skills and training needs, and develop the skills and attitudes necessary for paid employment. After successful participation in a seminar class, students can engage in a paid work experience.

There are four components to the WBL approach: career exploration, career assessment, work-related training, and work experience. Students often progress sequentially through all four components. However, some students participate in only one or two components before moving to a paid work experience, depending on their instructional needs. As students move into work-based learning activities that result in specific training objectives, it is important that those goals/objectives become a part of their IEP/IIIP.

Activities which can be incorporated into the assessment process:

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1. Exploring careers beginning in grade 82. Identifying careers that match the student’s skills and interests3. Creating post-secondary education plans4. Establishing personal goals and revisiting them as students progress through school5. Creating, maintaining, and changing resumes6. Tracking and reflecting on their community service experiences, work experiences,

career-planning activities, and extracurricular activities7. Exploring colleges and other post-secondary opportunities that match career and life

goals8. Connecting with resources to help with college planning, getting financial aid, and filling

out applications9. Collecting personal information, such as assessment results, demographic information,

and educational history

In addition to the desired outcomes of work-based learning experience, learning-rich work experiences are designed to promote:

a. Exploration of a career field of interestb. Development of teamwork skillsc. Development of the pre-employment competencies

Internships: An internship is a career preparation activity in which students are placed in a workplace for a defined period of time to participate in and observe work within a given industry. Internships are highly structured, time-limited experiences that occur at a worksite. Unlike work experience, internships often allow students to rotate through a number of departments and job functions. Internships may be paid or unpaid depending on whether the student is performing productive work. They are designed to give students hands-on experiences.

Additional information on WBL in Minnesota can be located at:

http://www.education.state.mn.us/MDE/Academic_Excellence/Career_Technical_Education/index.html

Career Education for Students with Disabilities

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Career education for students with disabilities is a process of coordinating resources of the home, school, and community so that each person’s potential for economic, social, and personal fulfillment and opportunities for productive work are maximized.

Career education consists of four stages of development:

Career awareness Career exploration Career preparation/training Career placement, follow-up, and continuing education

Since many students with disabilities have more difficulty than others in viewing themselves as capable workers and active participants in community living, they can benefit from the help of parents, teachers, counselors, and other service providers to help them move through the stages of career development.

Career awareness is the first stage in the career development process. It begins early in life and is an ongoing process. As children learn about themselves in relation to home, school, and community, they begin to perceive themselves as workers and as active participants in community living. This stage includes learning daily living skills, personal-social skills, and developing work values and attitudes.

Career exploration is the second stage of career development. Students in this phase begin a more in-depth examination of their abilities and interests in relation to the world of work, leisure, and recreational pursuits. Students should begin to examine several occupational groupings and have an opportunity to obtain hand-on work experiences both in and out of the school. Students should be encouraged to try a variety of simulated job tasks and community experiences that will serve as a foundation for defining more specific vocational objectives in the high school years.

Career preparation represents the third stage of career development. While it is not solely confined to the high school years it should be heavily emphasized during this time. As career exploration continues, the student begins to clarify more specific occupational aptitudes and interests. Vocational assessment and work experience opportunities provide the student with trial work experiences in both simulated and actual work settings. As the student’s knowledge and self awareness increase and an occupational goal is defined, training needs can then be identified and specific plans developed and implemented to meet those needs.

Career placement, follow-up, and continuing education is the final stage of the career development process. Career placement can occur during the high school or post high school years. Although placement is usually associated with the employment of a “job-ready” worker,

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it can also be used as a tool in the exploration and preparation stages to help a student define vocational aptitudes and interests. Placement, follow-up, and continuing education is an ongoing process. Over time, a person’s interests, skills, and goals may change. A worker can expect to change jobs several times within his/her work life. An essential component of the placement stage is learning the skills of finding, getting, and keeping a job.

The knowledge and skills learned in each stage of career development serve as a basis for further growth and development in the next stage. It must be recognized, however, that the stages of career development can overlap. While some students will move through the process in a sequential fashion it is not mandatory, or even appropriate for every person to do so. The process of developing awareness, participation in exploration, preparing for employment, and seeking job placement must be provided when the student is ready to benefit from it.

http://www.cde.state.co.us/cdesped/download/pdf/TK_CareerDevelopment.pdf

The Role of the Parent in Career Development"PARENTS, IN FACT, MAY HAVE THE GREATEST POTENTIAL FOR ASSISTING THEIR CHILDREN IN CAREER PLANNING."

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--Jerry Trusty and Richard E. Watts, Assistant Professors, Department of Counseling and Guidance, Texas State University

Parents and family members are important contributors in the career education process. While education and rehabilitation professionals have knowledge and skills to share with your son or daughter, you as parents have a wealth of information and expertise to share with the professionals assisting in developing your son or daughter’s career plan. The best planning will occur when each student, parent, teacher, counselor, or other service provider work cooperatively as a team in the planning process.

Parents have daily contact with their child and are experts in the area of what makes their child unique. Their guidance and encouragement can make a significant difference in their child's career success. Parents of students with disabilities should:

Pay close attention to their child's skills and interests; Provide opportunities for their child to make choices and practice self-determination

skills; Provide opportunities for their child to experience work settings; Provide disability-specific and career-specific information; Make use of community connections and resources; Encourage their child to dream and to plan; Participate in services, trainings, and workshops on career guidance that improve their

ability to support their child in this process; and Accept assistance rendered by peers, friends, community, agencies, and professionals in

career guidance.

http://www.ncset.org/topics/career/faqs.asp?topic=1

Career Development-Questions for Parents

1. Do I see my son/daughter as a worker?2. Do I help my son/daughter to see him/herself as a worker?3. Do I help my son or daughter to share dreams or about whom he/she wants to become?4. Do I serve as a role model? Do I share my job experiences and work values with my

son/daughter?5. Do I know workers with disabilities who can be role models for my son/daughter?6. Do I encourage independence in activities of daily living? (Dressing, eating,

transportation, managing money, socializing, etc.)7. When my son or daughter is unable to master a complete task or skill, do I encourage

mastery of whatever part he/she can do, or do I complete the task for him/her?8. Do I help my son/daughter to participate in age appropriate activities in regular settings

whenever possible?

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9. Do I encourage my son/daughter to pursue his/her own interests, not just things I would like to see him/her do?

10. Can I help my son/daughter explore occupations? (reading, visiting workers and workplaces, using job information resources)

11. Do I help my son/daughter recognize everyone as a possible employer and every place as a possible work site?

12. Do I help my son/daughter to explore the community? (Use community resources, libraries, stores, shopping centers, theaters, etc.)

13. Do I know and work cooperatively with my son/daughter’s teacher, counselor, etc.?14. Do I know the legal rights of students and workers with disabilities?15. Does my son/daughter know his/her legal rights, and whenever possible does he/she

participate in IEP meetings?16. Am I open-minded about what my son/daughter may be able to do vocationally?17. Do I expect my son/daughter to fulfill work responsibilities at home?18. Can I help to arrange volunteer or paid work experiences for my son/daughter?19. Do I believe that my son/daughter has the ability to learn, to grow, and develop new

skills?20. Can I allow my son/daughter to experience times of failure as he/she learns new skills?21. Do I dare risk “letting go” to allow my son/daughter greater independence?

Additional Online Resources

100 Work-Based Learning FAQ’s: Frequently asked questions about Work-Based Learning and their answers.

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http://www.education.state.mn.us/mdeprod/groups/CareerTechEd/documents/FAQ/002052.pdf

Federal Child Labor Laws Fact Sheet: Lists FLSA Child Labor Laws that expand protections for youth working in restaurant cooking, roofing, driving, and other areas. (2005)

http://www.education.state.mn.us/mdeprod/idcplg?IdcService=GET_FILE&dDocName=006423&RevisionSelectionMethod=latestReleased&Rendition=primary

Minnesota Career Fields, Clusters and Pathways Framework: Graphic depiction of the 16 Career and Technical Education (CTE) career clusters that Minnesota uses as a systematic framework of career pathways and programs of study.http://www.education.state.mn.us/mdeprod/idcplg?IdcService=GET_FILE&dDocName=034034&RevisionSelectionMethod=latestReleased&Rendition=primary

My Choices - Dual Credit Information: Students can use this information to learn about options for obtaining college credit or industry certification while in high school. http://www.education.state.mn.us/mdeprod/groups/Communications/documents/Instruction/033298.pdf

Prepare for a Career Flyer: Students and parents can use this flow chart to incorporate a systemic approach to career development. http://www.education.state.mn.us/mdeprod/groups/CareerTechEd/documents/Instruction/014192.pdf

National Association of Parents With Children in Special Education (NAPCSE): A place where parents of children in special education can find everything they need to know to be their child’s best advocate. This site contains a ton of information on transition.

http://www.napcse.org/site/members/TransitionServices/Transition-IEP.htm

Transition Resources for Students with Specific Disabilities: Related Articles. Transition Resources for Students; Research-Based Resources on Specific Disabilities; Disability Transition Resources for Parents http://www.education.com/reference/article/Ref_Transition_Specific/

Students with Disabilities Preparing for Postsecondary Education: The information in this pamphlet, provided by the Office for Civil Rights (OCR) in the U. S. Department of Education, explains the rights and responsibilities of students with disabilities who are preparing to attend postsecondary schools

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http://www2.ed.gov/about/offices/list/ocr/transition.html

Transition for Students with Disabilities: Transition for students with disabilities is a broad subject, what is common knowledge for a regular student is not necessarily the same for a disabled student. Every aspect of life for a disabled student needs transition help. Thorough transition planning leads to successful transition services.http://www.brighthub.com/education/special/articles/77067.aspx

Education Resources for People with Disabilities: Planning for the future is part of any student's education. For students with disabilities, transition services are designed to help planning and implementing the transition from school to work or to another school.http://www.iseek.org/guide/disabilities/disabilitieseducation.html

Transition Resources A – Z | AHEAD: Association on Higher Education and Disability: http://www.ahead.org/students-parents/transitions

Minnesota Yellow Pages for Kids with Disabilities: Visit the Minnesota Yellow Pages for Kids with Disabilitieshttp://www.yellowpagesforkids.com/help/mn.htm

Pacer Center: Search “Transition” here and it will take you to links to PDF files that you can downloadhttp://www.pacer.org/

Project C3 Connecting Youth to Community and Careers: Project C3 is a partnership among several Minnesota state agencies and Pacer Center. The goal of Project C3 is to improve transition outcomes for youth after high school in preparation for employment or post-secondary through training, advocacy, facilitated system collaborations, and resource mapping.http://www.c3online.org/

The U.S. Equal Employment Opportunity Commission

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Facts about the Americans with Disabilities Act

Title I of the Americans with Disabilities Act of 1990 prohibits private employers, state and local governments, employment agencies and labor unions from discriminating against qualified individuals with disabilities in job application procedures, hiring, firing, advancement, compensation, job training, and other terms, conditions, and privileges of employment. The ADA covers employers with 15 or more employees, including state and local governments. It also applies to employment agencies and to labor organizations. The ADA’s nondiscrimination standards also apply to federal sector employees under section 501 of the Rehabilitation Act, as amended, and it’s implementing rules.

An individual with a disability is a person who:

Has a physical or mental impairment that substantially limits one or more major life activities;

Has a record of such an impairment; or Is regarded as having such an impairment.

A qualified employee or applicant with a disability is an individual who, with or without reasonable accommodation, can perform the essential functions of the job in question. Reasonable accommodation may include, but is not limited to:

Making existing facilities used by employees readily accessible to and usable by persons with disabilities.

Job restructuring, modifying work schedules, reassignment to a vacant position; Acquiring or modifying equipment or devices, adjusting or modifying examinations,

training materials, or policies, and providing qualified readers or interpreters.

An employer is required to make a reasonable accommodation to the known disability of a qualified applicant or employee if it would not impose an “undue hardship” on the operation of the employer’s business. Reasonable accommodations are adjustments or modifications provided by an employer to enable people with disabilities to enjoy equal employment opportunities. Accommodations vary depending upon the needs of the individual applicant or employee. Not all people with disabilities (or even all people with the same disability) will require the same accommodation. For example:

A deaf applicant may need a sign language interpreter during the job interview. An employee with diabetes may need regularly scheduled breaks during the workday to

eat properly and monitor blood sugar and insulin levels. A blind employee may need someone to read information posted on a bulletin board. An employee with cancer may need leave to have radiation or chemotherapy treatments.

An employer does not have to provide a reasonable accommodation if it imposes an “undue hardship.” Undue hardship is defined as an action requiring significant difficulty or expense when considered in light of factors such as an employer’s size, financial resources, and the nature and structure of its operation.

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An employer is not required to lower quality or production standards to make an accommodation; nor is an employer obligated to provide personal use items such as glasses or hearing aids.

An employer generally does not have to provide a reasonable accommodation unless an individual with a disability has asked for one. If an employer believes that a medical condition is causing a performance or conduct problem, it may ask the employee how to solve the problem and if the employee needs a reasonable accommodation. Once a reasonable accommodation is requested, the employer and the individual should discuss the individual's needs and identify the appropriate reasonable accommodation. Where more than one accommodation would work, the employer may choose the one that is less costly or that is easier to provide.

Title I of the ADA also covers:

Medical Examinations and InquiriesEmployers may not ask job applicants about the existence, nature, or severity of a disability. Applicants may be asked about their ability to perform specific job functions. A job offer may be conditioned on the results of a medical examination, but only if the examination is required for all entering employees in similar jobs. Medical examinations of employees must be job related and consistent with the employer’s business needs.

Medical records are confidential. The basic rule is that with limited exceptions, employers must keep confidential any medical information they learn about an applicant or employee. Information can be confidential even if it contains no medical diagnosis or treatment course and even if it is not generated by a health care professional. For example, an employee’s request for a reasonable accommodation would be considered medical information subject to the ADA’s confidentiality requirements.

Drug and Alcohol AbuseEmployees and applicants currently engaging in the illegal use of drugs are not covered by the ADA when an employer acts on the basis of such use. Tests for illegal drugs are not subject to the ADA’s restrictions on medical examinations. Employers may hold illegal drug users and alcoholics to the same performance standards as other employees.

It is also unlawful to retaliate against an individual for opposing employment practices that discriminate based on disability or for filing a discrimination charge, testifying, or participating in any way in an investigation, proceeding, or litigation under the ADA.

http://www.eeoc.gov/facts/fs-ada.htmlthis page was last modified on September 9, 2008.

A Comparison between High School and College

(Though not every possible area has been covered, there is enough variety so that you should get a strong sense for how college operates).

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High School CollegeFollowing the rules in high school Being responsible in college

Attending high school is mandatory. Attending college is voluntary.Students’ time is structured by others. Students manage their own time.Students need permission to participate in extracurricular activities.

Students decide whether to participate in co-curricular activities.

Adults will remind students of responsibilities and help set priorities.

Students balance their own classes with the help of an adviser.

Students are not responsible for knowing what it takes to graduate.

Graduation requirements are complicated and frequently change. The student is expected to know what applies to them.

Students are usually corrected if their behavior is out of line.

Students are expected to take responsibility for their actions. If students exhibit bad behavior, they can be suspended or expelled.

Going to high school classes Succeeding in college classesClasses generally have no more than 35 students.

Classes may have more than 100 students.

Students proceed from one class directly to the next.

Students often have several hours between classes which may be scheduled throughout the day and evening.

Students usually spend 6 hours a day (30 a week) in class.

Students attend 2 to 4 classes a day, 12 to 16 hours per week.

Attendance is taken. Attendance may or may not be taken, but professors know who misses.

Textbooks are provided at little or no expense.

Textbooks are expensive and usually cost between $300-$600 per semester.

Modifications that change course rigor, volume, or outcomes may be offered based upon the IEP.

Modifications that change rigor, volume, or outcomes will not be offered.

Required classes are the same for all students and dictated by the state.

Classes are based upon field of study and requirements vary.

YELLOW PAGES OF TRANSITION RESOURCES

JOBS AND JOB TRAINING

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CEDAR VALLEY SERVICES, INC.2111 4th St. NWAustin, MN 55912

Telephone: (507) 433-2303

Website: www.cedarvalleyservices.org

Monday-Friday: 7:30 a.m. -4:30 p.m.

Cedar Valley Services employs and assists persons with disabilities. Vocational assistance can begin while the student is still in school through the School-To-Work Program. Vocational programming can be written into IEP’s and often can be a start to the transition process.

There are three types of vocational programs:

Facility-based work occurs in a workshop-type setting and may include production work or janitorial services. Generally those in the workshop require more immediate assistance and structure in order to successfully complete their assigned job.

Community-based jobs are set up in small crews, which go into area businesses with one or more supervisors to perform janitorial services, housekeeping, production, or food service work. Day and evening hours are often available. Those who work in the community require more self direction and less staff intervention to successfully complete a job.

Competitive placement is also offered as a vocational service if appropriate.

CEDAR BRANCH DEVELOPMENTAL ACHIEVEMENT CENTERAdams, MN 55909

Telephone: (507) 582-7726Contact: Steve Thorson

A work activity program for developmentally disabled adults in Mower County. Monetary compensation is offered to individuals, thus enabling all to acquire job related skills.

TURTLE CREEK INDUSTRIES2909 West Oakland Ave. Austin, MN 55912

Telephone: (507) 433-9025Contact: Beverly Hughes

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Turtle Creek Industries is a Day Training and Habilitation facility serving adults 18 years of age and older that have developmental disabilities and related conditions.

VOCATIONAL REHABILITATION SERVICES1900 8th Ave. NW Austin, MN 55912

Telephone: (507) 433-0570

Website: www.deed.state.mn.us

Who can get Rehabilitation Services?

You may be able to get vocational rehabilitation services from Rehabilitation Services (RS) if you have a disability that makes it hard for you to get a job. RS is for people with disabilities who need services to get ready for work or to find or keep a job. To help decide if you can get services, your counselor will ask you if it’s okay to look at report from your doctor, school, or other people who may know about you.

RS will look at how well you do in seven areas:

Getting from one place to another Talking and listening to others Taking care of yourself Making plans or carrying out your plans Getting along with other people Having the skills to work Needing changes at work to do a job.

How long will it take?

A RS counselor will tell you within 60 days after you apply if you can get services. Sometimes we can’t get all the information we need that fast and still make a good decision. If we need more than 60 days, your counselor will tell you why and ask if it’s okay with you to take longer. If it’s not okay, then the counselor will have to decide without all the facts. If RS can’t help you, we will tell you about other people who can.

Rehabilitation Service can help with counseling, training, finding a job, keeping a job, and assistive technology.

MINNESOTA WORKFORCE CENTER1600 8th Ave. NWAustin, MN 55912

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Telephone: (507) 433-0555

Website: www.workjobs.net

Mission: To help people help themselves achieve economic security

POST SECONDARY TRAINING AND EDUCATION

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Riverland Community College Albert Lea Campus2200 Riverland Dr. Albert Lea, MN 56007

Telephone: (507) 379-3300

Website: www.riverland.edu

Riverland Community College Austin Campus1900 8th Ave. NWAustin, MN 55912

Telephone: (507) 433-0600

Website: www.riverland.edu

Student Success Center

Qualified students may receive the following assistance:

Technical Tutoring Basic Math Skills Writing Skills Study Skills Computer Skills

Individual and small group instruction is available.

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES

The Student Success Center staff will assist qualified students. All reasonable and appropriate accommodations will be provided for enrolled students who have a qualified disability based on a high school IEP and/or psychological or medical evaluations.

TYPES OF ASSISTANCE

Physical assess accommodations Taped textbooks

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Proofreading Special testing arrangements Computer/word processing tutoring Advocacy liaison with faculty Registration assistance Information access Specialized adaptive equipment and software Time extensions for tests and assignments if needed Liaison with the Division of Vocational Rehabilitation and other community agencies

Requests for reasonable accommodations for disabilities should be made in advance. Please have your high school send a copy of your IEP to Riverland Community College Student Success Center.

RESIDENTIAL AND HOUSING RESOURCES

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CENNEIDIGH, INC.Cenneidigh, Inc. 1500 2nd Ave. SWAustin, MN 55912

Telephone: (507) 433-2818

This community based home provides residential care and services to developmentally disabled, physically impaired and medically inclined individuals.

GLENDALOUGH OF AUSTINGlendalough of Austin1409 12th Ave. NWAustin, MN 55912

This community based residential facility provided services to developmental disabled adults in Austin.

HOUSING AND REDEVELOPMENT AUTHORITY200 1st Ave. NEAustin, MN 55912

Telephone: (507) 433-1866

Website: www.austinhra.org

Provides housing on a public basis for low income families, elderly and disables persons. Rehabilitation of homes, loans and grant assistance provided.

LUTHERAN SOCIAL SERVICESAdams Group HomeAdams, MN 55909

Telephone: (507) 582-3482

Sixteen bed, Class B ICF/MR facility located in Adams, MN. It provides 24 hour supervision and training for physically and developmentally disabled adults.

REM Woodvale301 North MainAustin, MN 55912

Telephone: (507) 433-7301

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Website: www.remminnesota.com

REM-Woodvale has a number of group homes in the community for individuals with developmental disabilities. REM-Woodvale also provides SIL’S services (Semi-independent living services) for individuals living independently in the community. REM provides services to adults and children with disabilities such as residential services and hourly support services. For individuals with neurological, brain and spinal cord injury services such as supported living and in home programs.

Cardinal Homes2406 9th Ave. SWAustin, MN 55912

Telephone: (507) 437-0087

Attn: Amy Blackstad

Cardinal Homes has three group homes in Austin that provide 24 hour care to individuals with developmental disabilities.

Prairie Sky Apartments1701 8th St. NW Austin, MN 55912

Telephone: (507) 437-6612

Prairie Sky Apartments are individual apartments for individuals with physical disabilities, developmental delays, and mental health diagnosis.

TREATMENT CENTERS AND SUPPORT GROUPS

Alcoholics Anonymous1504 10th Dr. SE Austin, MN 55912

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Telephone: (507) 433-9868

Austin Medical Center Support groups for

1. Tobacco Cessation2. diabetes Self-Management Education3. Mental Health Groups4. Chemical Dependency Groups5. D. A.W.N. PROJECT Depression Awareness

Contact Austin Medical Center at (507) 433-7351

Mower County Chemical Dependency Services1000 1st Drive NWAustin, MN 55912

Telephone: (507) 433-7389

Crime Victims Resource Center101 14th St. NWAustin, MN 55912

Telephone: (507) 437-6680

Provides victims of crime with options, support, advocacy and safety so that they may live in an environment free of fear from violence

Mower County Parent Warm line

Outreach Service provided for residents of Mower County by Parenting Resource Center

1-888-584-2204

OTHER ORGANIZATIONS AND RESOURCES

AMCAT2801 Oakland Ave. WestAustin, MN 55912

Telephone: (507) 433-2379

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Public transportation within Mower County

Website: www.amcattransit.org

Hours: Monday-Friday 7:00 a.m. -5:00 p.m.

Saturday 11:00 a.m.-3:00 p.m.

American Red CrossMower County Chapter305 4th Ave. NWAustin, MN 55912

Telephone: (507) 437-4589

Website: www.mowercountyredcross.org

Programs at the Red Cross

Disaster Preparedness International Services Outreach/Request a Speaker Military members and families HIV/AIDS Presentations Personal Case Shelf

ARC of Mower County401 2nd Ave. NEAustin, MN 55912

Telephone: (507) 433-8994

Website: www.arcmowercounty.org

The ARC promotes a system of support and self-sufficiency for people with developmental disabilities. The ARC is also an advocate for their rights. A recreational center is also available for both structures and unstructured activities.

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Austin Community Learning Center912 1st Ave. NE Austin, MN 55912

Telephone: (507) 433-0900

Website: www.austin.k12.mn.us

Programs offered through Community Education include but are not limited to:

Adult Basic Education English as a Second Language School age Child Care G.E.D. Test Center General Community Education Early Childhood Family Education Extended Learning Youth Development/Youth Services

Austin Public Library323 4th Ave. NEAustin, MN 55912

Telephone: (507) 433-2391

Website: www.austinpubliclibrary.org

Austin Social Security Administration404 2nd St. NWAustin, MN 55912

Telephone: (507) 433-4452

Website: www.ssa.gov

SSA provides monthly Social Security retirement, disability, and survivor payments and Supplemental Security Income (SSI) payments. SSI is for the disabled or blind (any age) or the elderly (age 65 or over) with low income and resources. Medicare is available for people age 65 or over, and people receiving Social Security disability benefits for at least 2 years.

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The Bridge-Drop in CenterCommunity Social Support Center

*Drop in center for people recovering from mental health issues

108 East Oakland Ave.Austin, MN 55912Telephone: 434-9334

Cedar House1400 12th Ave. NWAustin, MN 55912

Website: info@cedarhouseinc.com

Cedar House offers the following services:

Coping with Depression/Anxiety Interpersonal Communication Strategies Stress Management and Relaxation Anger Management Healthy Lifestyle Choices Co-Dependency Coping with Grief and Loss Parenting Skills Crisis Management Independent Living Skills Employment Skills

Guardianship/Conservatorship

Parents are the natural guardians of their children until the age of 18. When a student turns 18, the student becomes responsible to make all decisions regarding his or her life unless a legal guardian or conservator has been appointed by the court. I

Guardianship: the result of a court hearing that establishes the need to appoint an individual (guardian) to assume substitute decision making powers for another person (ward) who is not capable of exercising his/her own rights due to incapacity or incompetency.

Conservatorship: Someone who has powers over the estate of an incapacitated person-not powers over the individual. The incapacitated person in this case will be called a “protected person.”

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If you have questions or concerns you can contact:

Arc of Minnesota at 1-800-582-5256

Public Guardianship Office (612) 296-3618

Mower County Human Services has a link containing information and forms on guardianship and conservatorship at www.co.mower.mn.us

Mediation Center of Southern MNP.O. Box 84Austin, MN 55912

Telephone: (507) 433-3663

Provides services for arbitration and mediation

Minnesota Disability Law Center300 Kickernick Building430 1st Ave. NorthMinneapolis, MN 55401

Telephone: 1-800-292-4150

The Minnesota Disability Law Center addresses the unique legal needs of persons with disabilities. MDLC serves the entire state of Minnesota. There are no income guidelines. The MDLC is designated at the state’s protection and advocacy system for persons with disabilities.

Mower Council for the Handicapped111 North Main St.Austin, MN 55912

Telephone: 433-9609

Services provided: Advocacy; information and referral, equipment clearinghouse, peer activity group.

Mower County Human Services1301 18th Ave. NW, Suite AAustin, MN 55912

Telephone: (507) 437-9701

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Website: www.co.mower.mn.us

Services provided: Case management-This service is provided by a social worker specializing in mental health or developmental disabilities. Case management service involves an assessment, planning, implementation and monitoring of services. Some services that a person may qualify for are Respite Care, Semi-Independent Living Skills, Independent Living Skills, Residential Options and Waivered Services.

Mower County Mentoring Program201 1st St. NEAustin, MN 55912

Telephone: (507) 437-9454

Mower County Mentoring Program aims to positively impact the life of a young person in need of another caring adult in his/her life.

Mower County Public Health1301 18th Ave. NW, Suite AAustin, MN 55912

Telephone: (507) 437-9770

Website: www.co.mower.mn.us/public-health.htm

Services provided are Home Health, Family Health, and Immunizations.

Mower County Semcac Center301 N Main, Lower LevelAustin, MN 55912

Telephone: (507) 433-5889

Website: www.semcac.org

Assists people to achieve or maintain independence and self-reliance through their own and community resources.

PACER

8161 Normandale BlvdMinneapolis, MN 55437-1044Telephone: 1-800-537-2237

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Website: www.pacer.org

PACER (Parent Advocacy Coalition for Educational Rights)

PACER is a coalition of organizations founded on the concept of Parents Helping Parents. PACER services all disability areas: physical, mental, learning, and emotional.

Parenting Resource Center301 N Main St. Austin, MN 55912

Telephone: (507) 437-8330

Website: www.familiesandcommunities.org

The mission of the Parenting Resource Center Inc. is to provide resources, services, and prevention education to promote safe lifestyles for families within the community.

Salvation Army of Austin409 1st Ave. NEAustin, MN 55912

Telephone: (507) 437-4566

Website: www.thesalarmy.org

Social Service hours: 9:00 a.m.-11:30 a.m. and 12:30 p.m.-4:00 p.m.

Southern MN Regional Legal Services132 North BroadwayAlbert Lea, MN 56007

Telephone: (507) 377-2832

Southern Minnesota Regional Legal Services provides free legal help for both low income and elderly persons with non-criminal matters. They may be able to help you with legal problems in the following areas:

Government programs: such as Social Security, SSI, AFDC, Food Stamps, Unemployment compensation and veterans’ benefitsHealth Programs: such as Medicare, Medical AssistanceFamily Law: including domestic abuse, child custody and divorceHousing: including landlord/tenant problems, utility shut-offs, evictions, foreclosures and

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government subsidized housingConsumer: and other types of problems including debt collection

Wapiti Meadows Community Technologies and Services, Inc.1403 15th Ave. NWAustin, MN 55912

Telephone: (507) 437-2827

Provides ARMHS services (Adult Rehabilitative Mental Health Services)

The Welcome Center308 4th Ave. NW, #100Austin, MN 55912

Telephone: (507) 434-2863

Website: www.austinwelcomecenter.org

The Welcome Center connects newcomers to the resources and information that will facilitate their becoming a vital part of our community, and to provide programs and services that will promote self-sufficiency and multicultural understanding.

Y.M.C.A. 704 1st Drive NWAustin, MN 55912

Telephone: (507) 433-1804Website: www.ymca-austin.org

COMMUNITY PARTICIPATION

People Needing People

(People Needing People focuses on the spiritual growth and fun activities for people with developmental disabilities.

St. Olaf Lutheran Church306 2nd St. NW

Telephone: (507) 433-8857

Website: www.stolafchurch.org

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Twin Valley Boy Scouts810 East Madison Ave. Mankato, MN 56001

Telephone: (507) 373-4640

Website: www.twinvalleybas.org

River Trails Girl ScoutsPO Box 93384228 8th St. SWRochester, MN 55903

Telephone: (507) 288-4703

Website: www.girlscoutsrv.org

The scouts Exploration Program is for both boys and girls starting in 9th through age 21. The program focuses on career exploration and/or hobbies. Individuals are also involved in a variety of community projects.

Special Olympics401 2nd Ave. NEAustin, MN 55912

Website: www.arcmowercounty.org

Contact: Dawn Helgeson at (507) 433-8994

Special Olympics provide the following sports through participation in Special Olympics Minnesota. Bowling: area, regional and state tournaments; Basketball: area tournament only; Softball: area, regional and state tournaments; and Tennis practice. Kickball is being initiated in 2010 but not as a special Olympic event.

These opportunities are sponsored by ARC Mower County.

Mower County Extension Services

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Mower County Courthouse201 1st St. NEAustin, MN 55912

Telephone: (507) 437-9552

The 4-H organization involves extracurricular activities for all kids up to the age of 21. 4-H offers programs where individuals are able to develop their talents on art and with animals.

Mower County Web Links

Transition area Link

Community ParticipationRCTC www.rctc.eduSocial Security Administration www.socialsecurity.govDisability Linkage Line http://www.semcil.org/dll.htmlPossAbilities www.possabilities.orgMinnesota help www.minnesotahelp.infoEmployment services for Minnesotans with Disabilities www.mnwfcorg

Ability Building Center (ABC) www.abcinc.orgState Services for the blind www.mnssb.orgCourage Center www.courage.org

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Children & Adults with Attention Deficit Disorders (CHADD) www.chadd.org

Deaf and Hard of hearing Services www.dhs.state.mn.usThe Epilepsy Foundation www.efmn.orgGovernor’s Council on Disabilities www.mncdd.org

Community Alternative Care (CAC) Program wwwdhs.state.mn.us

RT Autism Awareness www.rtautismawareness.org

Home LivingDisability Linkage Line http://www.semcil.org/dll.htmlMinnesota help www.minnesotahelp.infoBear Creek Services www.bearcreekservices.orgState Services for the blind www.mnssb.orgCourage Center www.courage.orgChildren & Adults with Attention Deficit Disorders (CHADD) www.chadd.org

Deaf and Hard of hearing Services www.dhs.state.mn.usThe Epilepsy Foundation www.efmn.orgGovernor’s Council on Disabilities www.mncdd.orgCardinal of Minnesota www.cardinalofminnesota.comREM River Bluffs www.thementornetwork.comHiawatha Homes www.hiawathahomes.comState Disability Grants-Semi-Independent Living Services www.dhs.state.mn.us

Recreation & LeisurePossAbilities www.possabilities.orgDisability Linkage Line http://www.semcil.org/dll.htmlMinnesota help www.minnesotahelp.infoState Services for the blind www.mnssb.orgCourage Center www.courage.orgChildren & Adults with Attention Deficit Disorders (CHADD) www.chadd.org

Deaf and Hard of hearing Services www.dhs.state.mn.usThe Epilepsy Foundation www.efmn.orgGovernor’s Council on Disabilities www.mncdd.orgRochester Area Family Y www.rochfamy.org

Employment

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PossAbilities www.possabilities.orgDisability Linkage Line http://www.semcil.org/dll.htmlSocial Security Administration www.socialsecurity.govMinnesota help www.minnesotahelp.infoAbility Building Center (ABC) www.abcinc.orgState Services for the blind www.mnssb.orgCourage Center www.courage.orgChildren & Adults with Attention Deficit Disorders (CHADD) www.chadd.org

Deaf and Hard of hearing Services www.dhs.state.mn.usThe Epilepsy Foundation www.efmn.orgGovernor’s Council on Disabilities www.mncdd.orgState of Minnesota Vocational Rehabilitation Program (VR) www.deed.state.mn.us

Workforce Development www.workforcedevelopment.wsJob Service www.deed.state.mn.us

Post-SecondaryRCTC Occupational skills www.rctc.eduDisability Linkage Line http://www.semcil.org/dll.htmlMinnesota help www.minnesotahelp.infoState Services for the blind www.mnssb.orgCourage Center www.courage.orgChildren & Adults with Attention Deficit Disorders (CHADD) www.chadd.org

Deaf and Hard of hearing Services www.dhs.state.mn.usThe Epilepsy Foundation www.efmn.orgGovernor’s Council on Disabilities www.mncdd.orgSt. Mary's University-Winona www.smumn.eduRiverland Community College www.riverland.eduAugsburg College www.augsburg.eduMinnesota Life College www.minnesotalifecollege.com

Minnesota State University-Mankato www.mnsu.edu

Brainerd Central Lakes College Occupational Skills www.clcmn.edu/academicprograms/new/osp/osp.htm

Ridgewater College, Hutchinson/Willmar Occupational Skills

ridgewater.mnscu.edu/Future-Students/Academics/Technical-Education.cfm?ProgramName=Occupational%20Skills

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