A. Explaining My Disability

Assessments

• AAIDD Supports Intensity Scale
• Campbell Interest & Skill Survey (CISS)
• Casey Life Skills Standard Assessment
• Informal Assessments for Transition Planning
• Myers-Briggs Type Indicator® (MBTI®)
• Personal Preference Indicators
• Quality of Life Questionnaire
• Transition Planning Inventory (TPI-3)

For additional assessment resources see: Ohio Center for Autism and Low Incidence (OCALI) – Age-Appropriate Transition Assessment

Skill-Building Resources

• Connecticut Parent Advocacy Center (CPAC) - Stepping Forward: A Self-Advocacy Guide for Middle and High School Students
• Ohio Center for Autism and Low Incidence (OCALI) – Age-Appropriate Transition Assessment
• National Collaborative on Workforce and Disability for Youth (NCWD/Youth) - The 411 on Disability Disclosure: A Workbook for Youth with Disabilities
• University of Kansas, Department of Special Education - Planning for the Future
• University of Oklahoma, Zarrow Institute on Transition & Self-Determination (Zarrow Institute) - Me! Lessons for Teaching Self-Awareness & Self-Advocacy
• U.S. Department of Labor (DOL), Office of Disability Employment Policy (ODEP) - Youth, Disclosure, and the Workplace Why, When, What, and How

English Language Arts College and Career Readiness Anchor Standards

1. CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. CCRA.W.6 – Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
3. CCRA.SL.5 – Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Other Applicable Anchor Standards

• CCRA.R.2
• CCRA.W.4
• CCRA.SL.4

Example Annual Transition Goal

Example Short-term Objectives

1. Given access to technology, Student will research their own disability and create a fact sheet including medical definition, its history, stereotypes, suggestions for sensitivity, and accommodations that are beneficial, as indicated by increasing from 0% to 100% completion of fact sheet by (insert Date).
2. Given access to technology, Student will write a research paper utilizing APA format about where they see themselves after high school (e.g., military, college, technical school) and possible career opportunities and options in a field of interest as measured by an increase from 0% to 95% on a writing rubric by (insert Date).
3. Given information and discussion regarding Student's disability and exploration of interests and preferences, Student will create and present a slide deck to share with either an employer or teachers explaining their accommodations, needs, interests, etc. as measured by an increase from 0% to 100% on a rubric outlining contents of presentation by (insert Date).

Additional Transition Activities/ Services to Consider

• Complete a learning style inventory to identify preferences and strength modes.
• Introduce and review the 411 on Disability Disclosure workbook.
• Identify any supports needed to participate in activities.
• Training in skills such as self-advocacy and conflict resolution.
• Exposure to personal leadership and youth development activities, including community service.
• Develop an understanding of disability history, culture, and disability public policy issues as well as their rights and responsibilities.
• During the PPT meeting, student shares their strengths, interests, and goals for the future, as well as areas for improvement.
• Student researches their disability and creates a fact sheet.
• Student writes a letter (real or simulated) to a teacher explaining why they need the supplementary aids and services (i.e., accommodations, modifications, assistive technology, adult support) in their IEP.