Connecticut State Department of Education

G. Disability Rights

I will learn about my rights and responsibilities under disability laws like Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act (Section 504), and Americans with Disabilities Act (ADA) so I can speak up for myself.

Section 1. Guidepost Areas and Level Up (Pre-ETS) Services Aligned with CORE Transition Skill

Guidepost

Youth Development and Leadership

Connecting Activities

Level Up (Pre-ETS)

Counseling for Postsecondary Education/Training

Instruction in Self-Advocacy

Section 3. Example IEP Annual Goal, Short-Term Objectives, and Transition Activities/Services Aligned with Standards

English Language Arts College and Career Readiness Anchor Standards

  1. CCRA.R.2 – Determine central ideas or themes of a text and analyze their development: summarize the key supporting details.
  2. CCRA.W.8 – Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
  3. CCRA.SL.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Other Applicable Anchor Standards

  • CCRA.W.9

Example Annual Transition Goal

Given information on disability rights, Student will describe their rights and responsibilities under disability legislation (e.g., IDEA, Section 504, ADA), as measured by increase in performance accuracy from 40% to 90% on teacher-developed rubric.

Example Short-term Objectives

  1. Given access to disability legislation instruction, Student will create a quick guide to outline key elements of IDEA, Section 504, and ADA to increase their understanding of each from baseline of __% understanding to __% understanding on a teacher generated rubric by (insert Date).
  2. Given access to a quick guide, real/contrived scenarios, and role playing, Student will demonstrate the ability to describe their rights in an employment, postsecondary, and independent living situation as measured by an increase of __% to __% on a teacher generated rubric by (insert Date).
  3. Given informational text, Student will select a basic legal right and write or present orally a discussion of the importance of and the responsibilities that accompany that legal right as measured by increase from baseline of (insert current score) to (insert target score) on rubric outlining contents of presentation & peer evaluation by (insert Date).

Additional Transition Activities/ Services to Consider

The CT CORE Transition Skills Resource Chart is updated periodically. Suggestions: Alexa.Osterhout@ct.gov or Ashley.DiGangi@ct.gov.