N. Accommodations
I will learn how to ask for the accommodations I need to do my best in school or at work after high school.
Section 1. Guidepost Areas and Level Up (Pre-ETS) Services Aligned with CORE Transition Skill
Guidepost
School-Based Preparatory Experiences
Career Preparation and Work-Based Learning
Youth Development and Leadership
Level Up (Pre-ETS)
Job Exploration
Counseling for Postsecondary Education/Training
Work-Based Learning Experience
Instruction in Self-Advocacy
Section 2. Assessments, Progress Monitoring Tools, and Resources
Assessments
Resources
Federal Resources
- ED, OCR – Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities
- U.S. Access Board – Advancing Full Access and Inclusion for All
- U.S. Department of Justice, Civil Rights Division - ADA Requirements: Service Animals
State Resources
- CT ADS Services for High School and College Students
- CSDE CT Assistive Technology Guidelines
- CT Tech Act Project (CTTAP) - Achievement Through Technology
- UCEDD – The Inclusion Notebook
Other Resources
- AHEAD- Supporting Accommodation Requests: Guidance on Documentation Practices
- The 411 on Disability Disclosure: A workbook for Youth with Disabilities
- Job Accommodation Network (JAN)
- University of Washington - Disabilities, Opportunities, Internetworking, and Technology (DO-IT)
- Wisconsin Department of Public Instruction: Student Assistive Technology Transition Portfolio
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
- CCRA.W.7 – Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject.
- CCRA.SL.1 – Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
- 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.
Example Annual Transition Goal
Given (condition for learning), Student will identify and ask for accommodations necessary to ensure equal access and full participation in post-school education and/or employment settings as measured by an increase from (current score) to (target score).
Example Short-term Objectives
- Given direct instruction using a visual organizer, Student will research their disability and create a fact sheet as measured by an increase from 0% to 90% on a writing rubric by (insert Date).
- Given (condition for learning), Student will create an email or verbal request of needed accommodations in the workplace as measured by an increase of 0% to 100% on a rubric outlining the contents of the email or verbal script by (insert Date).
- Given (condition for learning), Student will create a one-page document listing accommodations needed to access postsecondary education and/or employment settings as measured by an increase from 0% to 100% on a writing rubric by (insert Date).
Additional Transition Activities/ Services to Consider
- Demonstrate the skills necessary to perform successfully in a job interview.
- Create a fact sheet including the medical definition, history, and accommodations that are often beneficial for their specific disability.
- Participate in a mock interview/discussion and practice telling an employer/professor about his/her disability.
- Create a one-page document listing their postsecondary goals, annual IEP goals, accommodations, interests, and learning styles.
- Create strategies for successful completion of a postsecondary education course.