The student workbook starts off with a series
of questions to help students figure out what
their visions is for their future. In the chapters
that follow, students and their families can
look up more information and ideas on the areas
where they have questions.
There are many topics covered in the workbook.
It is not meant to be read cover to cover, it
is meant to be used to help answer questions
when they come up. Selected topics in the workbook
include: self-advocacy; legal rights; the IEP
and the transition team; how to explore career
options, finding career and job training resources,
college and vocational school; adult services;
health and health services, transportation; and
housing.
The workbook includes several profiles of students
with a range of disabilities that share how they
planned for the different areas of their futures.
Much of each of these stories are told in the
student’s own words.
Forty pages of forms from the student workbook
are gathered in one, easy to use, section. These
forms can be reproduced over and over again for
use with one or multiple students.
Family/Teacher Guide
The guide for family members and teachers offers
suggestions on how to work with the student to
use the workbook. The guide outlines specific
action steps that family members and teachers
can take to support students with disabilities
who are planning for the future.
This guide, like the workbook, is not meant
to be read cover-to-cover. Each section provides
important information on different areas of the
transition planning. The guide also includes
a special section of supplements for the families
with topics such as: letter writing; talking
with service providers, and estate planning.
Nine letters that parents can use to help advocate
for their child's needs from section B of the
family member/teacher guide can be reproduced
over and over again for use
in trainings or workshops with parents.
My Future My Plan: Videotape
This 30 minute videotape shows the stories
of three inspiring students: Brandon, Frances, and
Peter - and how they overcome barriers to achieve their
goals. Their stories of determination motivate students
to explore their own options for the future and achieve
them.
This videotape is available:
• English and Spanish Language versions
• With audio descriptions for the visually
impaired
• With closed and open captions for the hearing
impaired
More about the stories in the video:
Brandon
Brandon is a young man with dyslexia and dysgraphia who has worked hard to
get from high school to college. Brandon lives in Greensboro, North Carolina.
In Brandon’s story, the topics covered are: accepting you disability;
putting your goals in your IEP plan; if college is a goal; make sure you’re
taking the classes that can help you get to college, talking with your teachers;
parents and how they can help; speaking up for what you want; planning early;
and getting services at college.
Frances
Frances is a young woman with a mild learning disability that affects her writing
and her math skills. Frances lives in East Los Angeles, California. In Frances’ story,
the topics covered are: speaking up for yourself; school-to-work services and
training; finding the right programs for you; planning early; and staying in
school.
Peter
Peter is a young man with Down syndrome. He lives in Southern Virginia. Because
Peter has a limited ability to read, write, and speak, Peter depends on the
people around him to help him reach his goals. In Peter’s story, the
topics covered are: starting your transition planning as early as possible – even
in Middle school; asking questions during the IEP; getting work experience
while you’re still in school; visiting adult service providers before
you graduate; getting government assistance; your rights.
My Future My Plan: Community Event
Planner
In conjunction with the "My
Future My Plan" materials, State of the
Art, Inc. has developed a free community event
planning guide to show individuals and groups
how to coordinate a transition planning focused
event in their area. A community event is a great
way to encourage early transition planning for
youth with disabilities by building local awareness
and connecting youth and their families to local
resources resources.
