Welcome To
The Unique Learner
“Having a disability is a characteristic, It does not define the quality of one’s character!”
Navigating into the World of Adulthood.
A Resource for Families, Educators and, Young Adults Living with Unique Learning Challenges and or Disabilities in New York City.
Transitioning Into Adulthood
Did you know Transitioning into the adulthood in New York City is an exciting time filled with new opportunities and possibilities. For tomorrow’s leaders, who are students living with disabilities, this milestone holds special significance. While the journey offers many rewards, it can also bring unique challenges. My goal is to help ease these challenges by providing valuable information and support to families, educators, as well as the young adults themselves. In this resource, we will explore diverse forward-moving options and opportunities available to ensure that every young person, regardless of ability, has the tools needed to navigate this important stage of life successfully…
Education & Support
Under the Individuals with Disabilities Education Act (IDEA), transition services for high school students are a carefully coordinated set of activities designed to help them move smoothly from school to post-school life. These services are crucial in supporting students with disabilities as they work towards their post-secondary goals, which can include further education, employment, and independent living.
First, let’s delve into the IDEA statute itself. According to IDEA, by the time a student turns 16, their Individualized Education Program (IEP) must start including measurable post-secondary goals. These goals should reflect the student’s preferences, interests, and aptitudes. Additionally, the IEP must outline the transition services necessary to help the student achieve these goals (Individuals with Disabilities Education Act, 2004). This ensures that each student receives personalized support tailored to their unique aspirations.
Secondly, the National Technical Assistance Center on Transition (NTACT) is an invaluable resource for understanding and implementing transition services. NTACT offers a wealth of information on evidence-based practices, assessment tools, and strategies to ensure successful transition planning. They cover essential topics like student involvement, career development, and collaboration with various agencies and stakeholders (National Technical Assistance Center on Transition, 2023). This comprehensive approach helps create a robust support system for students with disabilities, setting them up for success in their post-school endeavors.
Secondly, the National Technical Assistance Center on Transition (NTACT) is an invaluable resource for understanding and implementing transition services. NTACT offers a wealth of information on evidence-based practices, assessment tools, and strategies to ensure successful transition planning. They cover essential topics like student involvement, career development, and collaboration with various agencies and stakeholders (National Technical Assistance Center on Transition, 2023). This comprehensive approach helps create a robust support system for students with disabilities, setting them up for success in their post-school endeavors.
Under the Individuals with Disabilities Education Act (IDEA), transition services for high school students are a carefully coordinated set of activities designed to help them move smoothly from school to post-school life. These services are crucial in supporting students with disabilities as they work towards their post-secondary goals, which can include further education, employment, and independent living.
First, let’s delve into the IDEA statute itself. According to IDEA, by the time a student turns 16, their Individualized Education Program (IEP) must start including measurable post-secondary goals. These goals should reflect the student’s preferences, interests, and aptitudes. Additionally, the IEP must outline the transition services necessary to help the student achieve these goals (Individuals with Disabilities Education Act, 2004). This ensures that each student receives personalized support tailored to their unique aspirations.
Secondly, the National Technical Assistance Center on Transition (NTACT) is an invaluable resource for understanding and implementing transition services. NTACT offers a wealth of information on evidence-based practices, assessment tools, and strategies to ensure successful transition planning. They cover essential topics like student involvement, career development, and collaboration with various agencies and stakeholders (National Technical Assistance Center on Transition, 2023). This comprehensive approach helps create a robust support system for students with disabilities, setting them up for success in their post-school endeavors.
The References
1. National Association of Special Education Teacher, NASET, (2018/2019). Transition Services
https://www.naset.org/index.php?id=transervices4
2. National Center for Educational Statistics, 2020). : IDEA Categories
https://nces.ed.gov/fastfacts/display.asp?id=64
3. NYC Community Schools, (2020) What are Community Schools
https://www1.nyc.gov/site-communityschools/about/about.page
4. U.S. Department of Education (2022). About IDEA – The Individuals with Disabilities Education
Act (IDEA Sec. 300.43) Transition services. Statute/Regs Main » Regulations 300.43 Transition
5. U.S. Department of Education (2022). About OSEP, The Office of Special Education Programs
(OSEP
https://www2.ed.gov/about/offices/list-osers/osep/about.html
3. U.S. Department of Education (2022). Sec. 300.43 Secondary transition services. Statute/Regs
Main » Regulations 300.43 Secondary Transition
https://sites.ed.gov/idea/regs/b/a/300.43
https://sites.ed.gov/idea/about-us-department-of-education/
Frequently Asked Question
When your child with disabilities turns 18 in New York City, they are legally considered an adult. Although they can stay in high school until their 21st birthday, they gain the legal right to make decisions about their education, healthcare, and other important aspects of their life. Therefore, it is crucial to establish a partnership with the school early on, as high schools must inform students and families about the transfer of these rights at least one year before the student turns 18. Discussing and planning for this monumental transitional milestone is essential to ensure your loved one is ready to take on these responsibilities or to consider alternatives like guardianship or power of attorney if needed (Put Link heNYSED, 2020).
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In New York City, there are so many great support services available, from vocational rehabilitation and transition specialist training programs to peer mentoring programs, as well as institutions of higher learning. Connecting with community resources like social services and disability advocacy groups can provide the extra help needed. Utilizing these services can make the transition to adulthood smoother and more manageable for all students and young adults with disabilities (Lambe, Carter, & Stephenson, 2021).
Preparing for independent living is all about teaching essential life skills like personal care, budgeting, cooking, and time management. It’s also important to encourage community involvement and social skills training. Research shows that including independent living skills in the transition plan is key to helping students build independence and confidence (Carter, Austin, & Trainor, 2020).
Work-based Learning like internships, apprenticeships, job shadowing, and volunteer experiences are fantastic! These opportunities help students and young adults build important job skills, boost their confidence, and open doors to great employment opportunities. Studies show that including work-based learning in transition planning can really enhance job outcomes for students and young adults with disabilities. (Test, Mazzotti, Mustian, Kortering, & Fowler, 2019).
Teamwork between educators, families, and community partners is essential for a smooth transition. Regular chats, shared planning sessions, and coordinated support make a huge difference. When families and all stakeholders join forces, it makes a world of difference in helping students and young adults living with disabilities succeed (Morningstar, Turnbull, & Norman, 2021).
Frequently Asked Question
When your child with disabilities turns 18 in New York City, they are legally considered an adult. Although they can stay in high school until their 21st birthday, they gain the legal right to make decisions about their education, healthcare, and other important aspects of their life. Therefore, it is crucial to establish a partnership with the school early on, as high schools must inform students and families about the transfer of these rights at least one year before the student turns 18. Discussing and planning for this monumental transitional milestone is essential to ensure your loved one is ready to take on these responsibilities or to consider alternatives like guardianship or power of attorney if needed (Put Link heNYSED, 2020).
o
In New York City, there are so many great support services available, from vocational rehabilitation and transition specialist training programs to peer mentoring programs, as well as institutions of higher learning. Connecting with community resources like social services and disability advocacy groups can provide the extra help needed. Utilizing these services can make the transition to adulthood smoother and more manageable for all students and young adults with disabilities (Lambe, Carter, & Stephenson, 2021).
Preparing for independent living is all about teaching essential life skills like personal care, budgeting, cooking, and time management. It’s also important to encourage community involvement and social skills training. Research shows that including independent living skills in the transition plan is key to helping students build independence and confidence (Carter, Austin, & Trainor, 2020).
Work-based Learning like internships, apprenticeships, job shadowing, and volunteer experiences are fantastic! These opportunities help students and young adults build important job skills, boost their confidence, and open doors to great employment opportunities. Studies show that including work-based learning in transition planning can really enhance job outcomes for students and young adults with disabilities. (Test, Mazzotti, Mustian, Kortering, & Fowler, 2019).
Teamwork between educators, families, and community partners is essential for a smooth transition. Regular chats, shared planning sessions, and coordinated support make a huge difference. When families and all stakeholders join forces, it makes a world of difference in helping students and young adults living with disabilities succeed (Morningstar, Turnbull, & Norman, 2021).
Get in Touch
If you have any additional questions or would like to chat
Contact us at [theuniquelearner.org] or (the-unique-learner.org)