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 My Future My Plan  

Links, Downloads, Resources

More About the Transition Planning Campaign

Download the Video Discussion Guide (PDF)

Download "How to Host a Community Event" Guide (PDF)

Sample Pages from the student workbook

Sample Pages from the Family/Teacher Guide

My Future My Plan is a transition planning resource can be used to engage groups of students with disabilities, their families, and professionals in the transition planning process. It includes a video, video discussion guide, a planning and resource book for students, and a guide to the book for family members and teachers. My Future My Plan encourages students to take a lead role in planning the life they want after high school. The award-winning resource was developed in collaboration with the National Center on Secondary Education and Transition at the Institute on Community Integration (UCEDD), University of Minnesota. It is availalbe with close captions, in Spanish and English language versions, with audio descriptions for people with low vision, and in large print and braille editions. The student workbook contains over 300 pages of useful information and photocopyable forms including a sample IEP.

My Future My Plan: Workbook & Family/Teacher Guide

Workbook for Students

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 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 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 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.

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