• Dreams and Goals
• Planning
• Tracking
• Exiting High School
• Toolkit
• Connections Reporting

Young People Transitioning to Post-Secondary School and/or Work

Health Condition

• Understands body systems involved and how condition affects them and can describe condition to others
• Able to determine when condition is worsening, when secondary disabilities are occurring (decubiti, urinary tract infection, constipation, contractures, etc.) and how to take preventive actions
• Knows what equipment does and how to fix minor problems
• Knows names of medications, their actions, and side effects, and takes medications independently (or can instruct attendant)
• Able to do self care and treatments or instruct attendant
• Has someone to talk with for coping/mental health issues/problem solving
• Knows how condition affects sexuality; has considered birth control, safe sex, reproductive concerns (genetics, pregnancy); girls can care for menstrual needs
• Knows how tobacco/drugs/alcohol/foods affect body and mind and illness/disability and how they interact with medications; knows how to read labels
• Maintains physical fitness with exercise

Medical Providers

• Knows who primary care provider, dentist, and specialists are (name, address, phone, how to contact); has had experience talking with these people by him/her self—makes own appointments, asks questions
• Has a plan for getting help in an emergency
• Knows how to contact pharmacies and equipment and other health-related providers
• Has plans for finding or has found new providers in new location, and adult providers if still seeing pediatricians; knows personality factors and expertise wanted in medical and dental care providers
• Has started process to transfer records to providers in the community of new school/work setting
• Keeps summary medical file

Insurance

• Knows insurance plans name, address, case manager contact information; responsible for health insurance ID card
• Knows what benefits are covered and not covered and is prepared to make copayments; knows how to do benefits inquiries; knows codes for counseling
• Knows how to submit bills for payment and follow up disputes
• Talks with someone in “benefits” at the school/work if covered by the group insurance

Independent Living

• Has plans for transportation and knows how to use public and private options
• Has a driver’s license or state identification card
• Can budget money; has opened and uses a bank account
• Has found housing that has accommodations needed so will have nutritional, safety, and rest needs met.
• Has cooking, meal planning/nutrition, housekeeping, laundry, and clothing care skills, and has a plan for housekeeping help if needed
• Has a personal attendant or plans to hire one if needed for personal care

Jobs and Post-Secondary Education and Training

• Can use a computer: search the internet, word process, use various software
• Can advocate for self regarding accommodations needed in school, work, community, or home and can determine their effectiveness
• Has a resume and model letter requesting recommendations
• Can complete a job application and interview for a job
• Has obtained vocational training in the community through volunteer work, visiting employment sites and “shadowing” employees, part-time and/or summer jobs
• Has developed the interpersonal skills necessary to maintain employment
• Can identify people and agencies to assist in job searches
• Identifies activities of interest and can find community education courses
• Identifies personal learning styles, career interests and opportunities
• Knows how to register to take college entrance exams (ACT/SAT, etc)
• Knows how to apply to post secondary institutions and for financial aid, scholarships, loans, work-study, etc.
• Knows how to access disability support and counseling services

Recreation and Leisure

• Has plans for having fun in health promoting way
• Has developed a variety of specific recreation and leisure skills
• Has spectator or audience member skills
• Identifies affordable recreation and leisure activities
• Can arrange social activities
• Has identified social supports through family, peer group, mentors, and community resources.

Other General Skills

• Knows strengths and limitations
• Knows laws, policies, rights, and responsibilities for adults with disabilities (has participated in transition planning meetings, identified and contacted community agencies); knows rights regarding physical accessibility
• Is aware of community resources and options
• Identifies acceptable dress behavior for a variety of situations
• Has shopping skills
• Can order and dine in restaurants, pay for service, and tip
• Has personal safety skills (such as navigating streets, reading maps, using phone, wearing seatbelts, gun safety)
• Has developed communication skills so can interact with peers, authority figures, and community members
• Has registered to vote and for military selective service (if appropriate)
• Has explored guardianship issues (if appropriate)

Commission for Children with Special Health Care Needs KY TEACH Project
Funded by MCHB Healthy and Ready to Work Projects
Shriners Hospitals for Children