Parent+Connections

**Parent Resources:**

 * Families can begin developing Self-Advocacy and Self-Determination skills by:**

**Promote Choice Making:**

 * Identify the strengths, interests, and learning styles; provide choices about clothing, social activities, family events, and methods of learning new information; hold high expectations for your youth; teach your son or daughter about his or her disability; allow for mistakes and consequences; listen to your child.

**Encourage Problem Solving**

 * Teach problem solving skills; allow ownership of challenges & problems; accept problems as part of healthy development; hold family meetings to identify problems at home, at school or in the community; allow your child to develop a list of self-identified consequences.

**Transition to Employment**

 * The transition your son or daughter will make from being a high school student to a young adult in the community is a long journey. Determining where to go, the best way to arrive there, and then finishing the journey can be challenging. It is essential that you begin to talk to your child about this transition as early as possible.
 * Finding a job, interviewing, and heading out to work daily may seem like a lifetime from now; however preparing for a future career starts early and can happen in different ways. Exploring a variety of jobs as a student will help your child be better prepared to decide on a career path.

**Here are some tips to help your child explore what is out there:**

 * Encourage your child to think about jobs he or she would like to have
 * Help your child develop a sense of responsibility by giving him or her household chores
 * Talk about different careers when you see people working & have them think on how he or she got to that position
 * Research what it takes to have a career
 * By showing your child how many people are involved in different jobs, you keep your child’s mind open to all of the career opportunities and possibilities.

**Transition to Post-Secondary Education**

 * Transitioning from high school to post-secondary education can be scary for students but your encouragement and careful planning can help make the transition smoother.
 * There are a few things to consider when looking at post-secondary options: location of the school, size of school, programs that are offered, transportation, housing, requirements for admission and cost.
 * Once your child has narrowed down where they potentially would like to attend it is important that you make a visit to the post-secondary school and talk to the support counselor to see how they can help you and your child at the next level.
 * Is College For You

**There are some major differences between high school and post-secondary education.**

 * Let’s take a look at some of them:

**High School**

 * High school is an entitlement, is mandatory, and is usually free.
 * The teachers and school staff structure the student’s time, and permission is required to participate in extracurricular activities.
 * Parents and Teachers remind your child of responsibilities and assist in setting priorities & goals.
 * Days are planned for the student one class after the other M-F and teachers help the student with his or her IEP/504 plan.
 * In high school the student is guided through the process, and students are told what to do and how to behave.

**Post-Secondary Education**

 * Going to college or training after high school is a choice, a right to access, voluntary and is costly.
 * Students manage their own time, decisions are their own to make, balancing their time and setting priorities are their responsibility not yours, their teachers, or professors.
 * Once your child turns 18, parents no longer have legal right to student information, unless you maintain guardianship. Students can sign a waiver to allow parents to have access, and sharing important passwords can keep you in the loop.
 * Classes are varied throughout the day & evening and are offered different days of the week.
 * Documentation of your disability is your child’s responsibility.
 * An IEP/504 plan are not accepted. It is up to your child to seek assistance with the office for students with disabilities at their college of choice.

**Transition to Independent Living**

 * Imagining your child living on his or her own can be a scary thought considering he has been under your roof for so long! Will he or she be able to handle it? Are they prepared enough? No fear-- teaching your child skills now to be independent will help your child be confident and capable to live on their own. Preparing for independent living means more than finding a place to live, you must take into account transportation, self-advocacy, financial skills, medical support and typical house responsibilities.
 * As your child gets older it is important to think about how they can be actively involved in the community. Being involved can build a sense of confidence, inclusion, and satisfaction. It is also a great way to make friends and gain experiences. Encouraging your child to be involved in the school community, they can meet new people and build new friendships.
 * It is important to give careful consideration to what your child will do after the work day is complete. Recreation and leisure activities for your child can be a source of fulfillment, a way to meet others and make friends. Not to mention is a great way to stay active, healthy, and have fun.

**Transition Tips for Parents-**Some tips for supporting your son or daughter in the transition process:

 * Know your rights and responsibilities and keep abreast of laws and policies regarding transition and adult services.
 * Talk with your son or daughter about the future and what he or she wants to be.
 * Give your child opportunities to plan for himself or herself even if it means that he or she sometimes chooses incorrectly.
 * They will be involved in making many choices after graduation and need practice in weighing options available to them socially and educationally.
 * Encourage your child’s dreams by using their strengths and abilities to create realistic steps to their goals.
 * Let your child take responsibilities for their own actions.
 * Provide opportunities outside of school for interaction with others of different backgrounds to help your child build their social confidence.
 * Help your child learn about his or her disability and how to “speak up” for the supports he or she needs.
 * Maintain copies of all school records and medical information.
 * Participate in the Transitioning and IEP planning at the school.

**Explore Your Options to Employment:**

 * The first step when thinking about future jobs is to consider the different employment possibilities in your community as well as surrounding communities. It is imperative that you keep in mind your child’s interest, abilities, strengths, and needs.
 * You can begin by writing down theresponsibilities and interests that your child has at home, in school, and in the community. Those skills can help lead to a bright career.

**You can talk to your child about the following items and how they relate to their future employment:**

 * Interpersonal skills: attitude, cooperation, teamwork, and communication skills.
 * Look at how your child interacts at home with family and friends, with people in the community that he or she might or might not know, with peers and adults at school.
 * What are his or her strengths and what can he or she continue to work on?
 * Perceptual skills: ability to remember and follow instructions and procedures, ability to plan organize, and improve with practice.
 * Look at how your child performs in school, on a sports team, and volunteering in the community.
 * Is your child a leader or a follower? Does your child wait until the last minute to get things done or does he or she plan ahead of time. What can you work on with your child to improve thier weaknesses and continue to build upon thier strengths.
 * Time management (how does your child handle their time?)
 * Supports needed (What family and friends supports are needed now on a daily basis to help your child throughout the day?)
 * What kind of classes does your child take an interest in - (Explore what careers are related to those classes)
 * What is your child good at (What careers relate to these strengths)
 * What is your child’s disability (How does it effect daily life and what strategies are in place to help them with this disability?
 * Discussing these topics and planning for the future will not happen overnight. Continue to talk to your child, and his or her teachers to get their input along with the guidance counselor and transition coordinator. If you work with an agency ask for their assistance to help make a complete support circle for your child.

**Explore Your Options to Independent Living**
Since housing is such a big part of independent living it is important to discuss all possibilities while living at home
 * Still being somewhat independent with household responsibilities-- cell phone bill, dishes, laundry, cooking, personal hygiene, living in an apartment, managing money to pay rent, grocery shopping, living in a house, maintenance and repairs and more freedom, group homes, ability to get along with others and accepting help from others. Another discussion topic should be self advocacy, knowledge of their disability and available resources to assist you.
 * Participating in community activities can start at any age with volunteering at some of the following places, food pantries, park/recreation centers, nonprofit organizations, humane society, retirement homes, & hospitals. Community resources that are available include: youth organizations sports, and girl or boy scouts, churches, libraries, and public parks.
 * There are all kinds of activities in school that your child can get involved in: yearbook, clubs, chorus, band, sports, and other school activities.
 * Finding activities around the house include: gardening, home repairs, computer activities, reading, biking, and arts and crafts.
 * Recreational activities in the community include: summer camps, religious youth groups and other sporting activities.