Questions to Consider

• How do you make decisions and use community resources?
• How do you talk about your disability and what you need for support?
• What are your goals and what is your plan to reach them?

Aged 10-12

• Describe and know your disability
• Identify what your needs/fears are in school and the community
• Explain who helps or supports you in school and the community
• Know what an IEP meeting is and participate in your meeting.

Aged 12-14

• Evaluate how your disability impacts your daily life and make a plan to get the most out of your days
• Describe what accommodations you use
• Explain how your accommodations help you
• Provide information at your IEP meeting regarding how you learn best, your likes, dislikes, dreams

Aged 14-15

• Participate in assessments and understand how the results relate to your transition plan
• Become an active member of your IEP
• Identify and begin coordination of supports / create a circle of support
• Appropriately express wants and needs

Aged 15-16

• Continue involvement in the assessment process – state how these results relate to your postsecondary goals
• Describe issues related to self-disclosure (when, what, how)
• Continue leading IEP – include in IEP any issues related to assistive technology, health care, and transportation
• Define what self-success means to you

Aged 16-17

• Realize and understand barriers and solutions
• Independently discuss with high school staff needed accommodations and supports
• Understand adult rights and responsibilities
• Continue leading IEP meetings – provide direct input into the development of your IEP goals

Aged 18-21

• Direct personal assistance services
• Understand and use cause-and-effect strategies
• Consider others’ points of view
• Further develop self-advocacy skills as they relate to your postsecondary goals
• Assume adult rights and responsibilities