WNY Collegiate Consortium and Disability Advocates

The role of the family is central to the transition process. By definition, the goals, needs and interests of the student and family are the driving force which directs the transition process and the development of the Individualized Education Plan (IEP). Transition is summarized by the development of goals in four major areas: live, learn, work and play.

• LIVE: addresses these kinds of questions: Where will the young adult live? At home with family? In a group home? In the military? In an apartment living independently? With a spouse and children? How will the individual travel about? Personal car? Public transportation? Van service? Other? What kinds of community or government services may the individual need? Insurance? Social Security? Public Assistance? Mainstream services that anyone might access?
• LEARN: addresses these kinds of questions: What kind of education is needed to achieve the young adult’s vocational goals? College? Vocational training? Supported work and a job coach? Competitive employment?
• WORK: addresses these kinds of questions: What kind of work, job or profession is the student’s goal? Is that goal realistic? What kind of education is required to achieve that goal? Where might the adult find a job in that field? How can the student find out more about the world of work and the possibilities that exist?
• PLAY: address thee kinds of questions: What kind of leisure activities does the individual enjoy? What kinds of activities are available in the community for the individual to participate? Movies? Clubs? Political campaigns? etc.

Basically, the young adult and his family should be asking themselves the same kinds of questions about adult life that any young person should be asking–and then considering the ramifications of his disability on the achievement of those goals.

So, let’s begin.

As postsecondary professionals, the members of the WNY Collegiate Consortium of Disability Advocates (better known as CCDA) recognize that shopping for a college is every bit as intimidating as shopping for that first computer, with much more at stake. The purpose of this guide is to give accurate information, practical suggestions and options to consider. It is written to the adults because while college is the student’s future, parents and high school professionals are the people who will do most of the legwork and guide the decision-making. For parents and professionals who have gone through college search with other children or students and are familiar with the process; what needs to known here are the disability issues that must be considered. For those who have never been through the process before, this guide can assist in working through it. Whether the student is in seventh grade or is a senior in high school, ECP has provided tools to help. We hope that like several thousand parents, teachers and professionals across NYS and the US, this guide will be helpful.