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Transition to Adulthood
Executive Director, Christinia Salvastrini
Advocate, Jason L. Ward
Advocate, Jessica Richardson
Three Areas that Should Be Discussed in Transition Planning
Independent Living/Community Participation
Thinking Ahead for the Future Through Preparation
Transition Steps as they Begin High School:
Transition Steps Three Years Before Exiting High School:
Identify and understand disability and challenges so members of PPT can provide quality transition planning
Student must understand PPT process and be invited to the PPT
Student should complete interest and career inventories to plan appropriate vocation education
Begin to discuss future independent living arrangements
Ensure student knows disability and understands accommodations they need.
Provide problem solving, decision making and self-advocacy skill training at home, school and in the community
Become involved in community activities
Identify community support services and programs (BRS, DMHAS, DDS)
Identify strengths and skills so that the appropriate vocational/educational program can be developed.
Explore various post-secondary programs and identify support services at these programs.
Explore alternative career paths
Determine eligibility for Financial Support. (SSI, SSD, Title 19, Medicaid, Husky)
Discuss transfer of rights before 18th Birthday
Request complete copy of all educational records
The Living IEP
The IEP is your tool that has helped to shape the supports and services that have benefitted you throughout your academic life. As you prepare to continue your life outside of this school setting your IEP is designed to continue to be a tool that provides support in the new environments you will be a part of. Whether that environment is:
Which way do we go?
The student, his/her family and educators should have a clear plan on what direction the student will be going following graduation.
His/her strengths and limitations should be fully considered in regard to what path will lead to the students post-high school success in life.
The IEP should have clear and deliberate supports that prepare the student for whatever course he/she is best suited for following graduation.
Post Secondary Education
Enrollment in College Preparatory courses;
Accommodations to meet general education course requirements;
Minimizing or eliminating curriculum modifications over four years of high school;
Teaching of learning strategies that are appropriate to student needs and include study skills, time management and organizational skills;
Participation in college entrance examinations, with appropriate accommodations;
Exploration of a variety of college choices to ensure that there is an appropriate match and that support services are available to meet the needs of the student;
Obtaining financial aid and/or scholarships;
Teaching self-advocacy skills so the student can articulate learning strengths and weaknesses and share information with others;
Development of postsecondary education goals and objectives that includes student/family input;
Development of social skills;
Linkages to state agencies/community resources, if appropriate;
Utilization of Assistive Technology,
Enrollment in the highest level of academic coursework to ensure students are gaining the skills to advance to the best career opportunities
Supporting and enhancing the skills required to be successful in a variety of employment settings through school curricula
Enrollment in coursework to enhance skill development in technologies (business, computers)
Sequencing of employment curricula from career awareness to career exploration to specific skills training that matches interests and preferences
Movement of career training experiences from in-school to community-based settings
Exposure to appropriate workplace behaviors (task persistence, punctuality, effective communication)
Workplace accommodations, if appropriate
Teaching self-advocacy skills so the student can articulate learning strengths and weaknesses and share information with others
Development of employment goals and objectives that includes student/family input
Development of social skills
Linkages to state agencies/community resources, if appropriate
Utilization of Assistive Technology, if appropriate.
Employment Resources for People with Disabilities
Stop and Shop
Salvation Army (DDP) Developmental Disabilities Program
Ability Beyond – Discover Learn Work
The Prospector Theater
Community Based Agencies
Stop and Shop hires individuals with disabilities!
Stop and Shop accepts applications online. They will hire individuals with a range of disabilities. If particular accommodations such as weight limits than can be lifted need to be considered this would be addressed when the applicant meets with the supervisor.
Stop and Shop Locations in the area
72 NEWTOWN Rd, Danbury, CT 06810
44 Lake Avenue Ext, Danbury, CT 06811
25 STATE RD RTE 39, New Fairfield, CT 06812
125 DANBURY Rd, Ridgefield, CT 06877
The Salvation Army
15 Foster Street, Danbury, CT 06810 (203) 792-7505 / Fax: (203) 748-8823
The Salvation Army Developmental Disabilities Program (DDP) was founded more than 30 years ago to transition individuals with developmental disabilities from institutions into community settings.
The Salvation Army, Developmental Disabilities Program (DDP) helps individuals with developmental and cognitive disabilities become an integral part of their community. This is done through helping individuals gain employment, volunteer with other nonprofit organizations and by becoming active within their community. The Salvation Army Creative heARTs program is part of DDP and helps inspire artists with disabilities to learn about the arts and grow their talent. They sell original art, greeting cards and prints of their original art.
Captains Angela & Timothy Shaffer Email:
Prospector Theater (203) 438-0136
https://www.bing.com/maps/default.aspx?cp=41.2835~-73.49725&where1=Prospector%20Theater&ss=ypid.YN873x11078420496121269468&FORM=SNAPSTProspect St, Ridgefield, Connecticut
“On the surface, the Prospector Theater is a state-of-the-art first-run movie theater with good food and a fantastic entertainment and event venue. But that is only the tip of the iceberg.
The Prospector also has a deeper purpose and an
http://www.prospectortheater.org/missionincredible mission: to provide adults with disabilities opportunities for meaningful employment and vocational training. The Prospector is more than just a theater, it's an experience. We'd like you to come and enjoy that experience with us!”
The Prospector Creed
The Prospector Creed:
The doors open and we begin.
I will work as hard as possible until the last foot steps out the door.
In this time, I will be more than an employee.
I will live, love, and learn.
I will let my sparkle shine for all to see.
I will meet people, greet friends, and change the way people think.
I will not be afraid of failing and will learn from my mistakes.
I am the smile to brighten your day.
I am the familiar face you are excited to see.
I am what they said I could be, and what they said I could not be.
I am strong.
I am willing and able.
I am a contributing member of society.
I am a Prospect.
The Prospector will increase awareness and understanding within the community by promoting greater tolerance, acceptance, and inclusion of adults with disabilities. Additionally, we will combat the disproportionate unemployment rate of people with disabilities, increasing economic security, happiness, and overall quality of life while delivering an exceptional moviegoing experience for you and your family.
Enrollment in curricula that addresses:
Personal Finance Management
Household selection and management
Daily Living skills
Family Planning/Sex Education
Personal and health insurance
Managing individual health care and medical needs in all environments;
Providing skills training in a community-based setting, if appropriate;
Participation of all appropriate pupil personnel and general education staff who could support the student in independent living skills development;
Development of independent living goals and objectives that includes student/family input;
Thank you, I might not do it like you BUT I CAN do it myself!
The ability for a person with a disability to live as independently as possible helps that individual have a greater perception of their own dignity.
Any level of autonomy also helps others, such as family, friends, co-workers and the community at large to recognize that persons dignity.
No Man’s an Island
Though there are some disabilities which can cause an individual to withdraw from social situations all human beings NEED social interaction.
We are designed to commune with one another. A person with a disability can gain great rewards and improve quality of life by engaging with others within the community.
Participation in extracurricular activities (clubs, sports);
Use of transportation options: independent, public, specialized;
Need for travel training;
Participation in community recreation/leisure activities;
Strengthening of friendships/relationships;
Voting and citizenship;
Inclusion in social groups/clubs;
Development of community participation goals and objectives that includes student/family input;
WeCAHR Will be There
WeCAHR is an advocacy organization that is committed to supporting you and your family through the various transitions in your life. Life is full of changes and we would love to partner with you to help you through those changes!
WeCAHR 325 Main St
Danbury, CT 06810
The Prospector will increase awareness and understanding within the community by promotin