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).