"Disability is not a brave struggle or courage in the face of adversity. Disability is an art. It's an ingenious way to live." ~ Neil Marcus, actor and playwright
These are the first words we read in Emily Ladau's enlightening and beautifully
written book in 2021, Demystifying Disability: What to know, What to
Say, and How to be an Ally. These profound words are important to keep in
mind, whether you are a person with disabilities or a person who is presently
free of disabilities. The world as most of us know it, has for the most part,
been built for people without disabilities. Fortunately, over the last few
decades there has finally been acknowledgement that not everyone's body works
in the same manner. There are many barriers that need to be adjusted or removed
to allow access to everyone, regardless of limitations their disability may
include.
By the time a student with disabilities graduates from high school, he has not
only completed all the necessary academic requirements, he has accomplished this goal in spite of many barriers and challenges that his
non-disabled peers did not encounter. The student received the support of his
IEP/TIEP or 504 team, the professionals who worked together to ensure he had
all the resources that provided a level-playing field.
But what comes next? After high school, a new, exciting chapter begins:
adulthood and all that comes with it. Just like that, the expectations for 18-year-olds
include getting a job, a home, a car, starting a family of their own... Are
these aspirations possible for a young person with a disability?
Absolutely.
The most important step to ensure the success of any student is preparation for
their future. Just as a non-disabled student would begin postsecondary planning
with the school counselor, the Individuals with Disabilities Education Act
(IDEA) requires that a disabled student will begin the transition process by
the age of 16. As detailed on Disability Rights Florida website,
in Florida the transition process begins at the age of 12 or in the 7th grade,
whichever comes first. During this transitioning process, assessments will be
administered to help the student determine his strengths, preferences, and
needs.
While prior to the age of 12 the student may not have been present for the
IEP/504 meetings, at this time the student not only has the opportunity to
attend meetings, but he will also be participating in the meetings and
advocating for himself in the planning process. This change doesn't signify the
end of parental input and involvement, by any means. For some students, with
more extensive disabilities, the parents or guardians will continue to make
decisions. But having a disability should never prohibit a person from reaching
their goals, they just need a good plan created by the student and his team.
Self-determination plays an important role in the outcome of any transitioning
process, with many factors involved. In the article written by Karrie A.
Shogren, PhD and Leslie A. Shaw, MA, The Impact of Personal Factors on
Self-Determination and Early Adulthood Outcome Constructs in Youth With
Disabilities, we learn that there are several factors that impact the
success of young adults with disabilities. Race, gender, and family
income are factors that may impact the student's level of self-determination,
autonomy, psychological empowerment, and self-realization.
However, when the necessary support unique to each student is provided, there is a
development of confidence in his own power to overcome the challenges he will
face. When a student is given the dignity to fail, he comes to realize there
will be mistakes made but there are important lessons in those failures. His
sense of empowerment grows as he learns how to problem solve and how to ask for
help, as well as from whom. Self-determination comes from within, built in great part from the support every student requires and deserves. The family, the IEP/TIEP/504 team, and the student work together to design the path that will lead the way into a successful outcome for the student, as he enters adulthood.
For additional resources please explore these Resource Round-Up pages:
Self-Advocacy | Resource Round-Up for Adults with Disabilities: Postsecondary Education & Employment
https://anaedwardsautismteacher.blogspot.com/2023/07/self-advocacy-resource-round-up-for.html
Self-Advocacy | Resource Round-Up for Adults with Disabilities: Policy Issues, Inclusion, Housing, and Assistance
https://anaedwardsautismteacher.blogspot.com/2023/07/self-advocacy-resource-round-up-for_16.html
Ladau, E. (2021). Demystifying Disability: What to know, What to Say, and How to be an
Ally. Ten Speed Press.
Disability Rights Florida. Intro to Transition: Students with Disabilities, School & Work.
https://disabilityrightsflorida.org/disability-
topics/disability_topic_info/students_with_disabilities_school_work#:~:text=Students%20i n%20special%20education%20are,transition%20planning%20IEPs%20(TIEPs).
Shogren, K. A., Shaw, L.A. (2017). The Impact of Personal Factors on Self-Determination
and Early Adulthood Outcome Constructs in Youth With Disabilities. Journal of
Disability Policy Studies 2017, Vol.27(4) 223-233
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