What will your non-diploma track child do after high school?

[Anonymous]

I am one of the moms of a kid on certificate track. She's currently in middle school. It's very difficult to answer your question. Having a child with major disabilities is like living in a war zone. We can't possibly plan for life a decade from now. Moreover, Maryland puts our kids on a "waiver" of medicaid with no services or supplemental income so I can't plan or budget for her future. I don't even know what the options are for her after she reaches 21. Work?

And really, OP, I think your question would be unfair to ask of any kid. What is your young child going to do when he/she is 21? Oh, I don't know, cure cancer? Work at Denny's? Be a fireman?

[Anonymous]

Anonymous wrote:I am one of the moms of a kid on certificate track. She's currently in middle school. It's very difficult to answer your question. Having a child with major disabilities is like living in a war zone. We can't possibly plan for life a decade from now. Moreover, Maryland puts our kids on a "waiver" of medicaid with no services or supplemental income so I can't plan or budget for her future. I don't even know what the options are for her after she reaches 21. Work?

And really, OP, I think your question would be unfair to ask of any kid. What is your young child going to do when he/she is 21? Oh, I don't know, cure cancer? Work at Denny's? Be a fireman?

Have you talked to a lawyer about setting up a SN trust so that you can budget for her future without messing up medicaid eligibility?

[Anonymous]

OP - I beg to differ with those who say it is too early to think about what the options are because by gaining some information about what the options are at age 22, you will be ab le to shape the IEP which will work best for your teen and also start to talk to them about services and programs which may be of assistance in meeting his/her goals. For example:

- If your teen really wants to onto a college program like his peers then start to learn about college programs for students with special needs in your area such as George Mason Life and beyond as this would give you an idea of how programs differ and the cost.
Also learn about area community colleges and the various kinds of not only credit - but workforce certificate programs and the options to take personal interest classes. Or if you teen has a strength in a subject area then the option to take classes for example in IT or math for credit.

- If your teen wants to get a job, then learn about what the vocational options are in your teen's high school during 9 - 12 grade and then the years for those who stay in school age 18-21. It is key to understand that as long as a student will not receive a standard high school diploma that one is eligible to continue to receive services. All services are driven by the Transition Goals in an IEP. However, you have to learn what is out there to be able to help a teen make choices.

- Also in terms of being prepared to work if that is the goal, then learn about what the services of the Department of Vocational Services or Rehabilitation Services are. I am familiar in Virginia with the Department of Rehabilitative Services DRS:

a- Pre-Employment Services ore PRE-ETS which should be offered in every high school in Virginia starting in 9th grade, though how they are offered varies.
b- DRS can be requested to attend the final IEP for the student to help shape transition goals.
c- DRS can provide direct job support services during the final semester in high school or post high.
d- You can sign your teen up for DRS services at age 18 which advisable to do as there is a waiting list for funding in most cases for services.

- Looking into options in your high school for "service learning" or volunteering and in your community during the summers is often an important way to help your teen develop the key "soft skills" of life in general and of the work world. In addition, one can learn to some degree about what kinds of work settings one might enjoy working in. Volunteering can also be an option in conjunction with a job or an adult day program and recreational activities to help any young adult have a full life.

- Also learning about community activities for young adults with special needs and without can be very important to help your teen make social/community connections or relationships before public education ends as there is often a "sudden loss" not only of one's daily routine, but of one's peers contact, if not friends. This can often be very disruptive emotionally and behaviorally for a young adult. On the positive side, it will give your teen options to develop a "new daily routine." One idea anyone might consider is to see what community centers or private centers will allow "a peer" or officially "an aide" to accompany a young adult with special needs to a swimming pool, gym, adult personal interest class etc.

A final note is that OP you are very wise to be asking this question early on, just as you might be asking questions about college if your teen was going to be the first to attend college. I knew all about college for two top 10 students, so I took it upon myself to learn about life after public education and options for my daughter. Over the last 15 years, I have shared this knowledge of our community with other families.

[Anonymous]

To the PP above--a big thank you for all the detailed information you have provided.

[Anonymous]

PP - I feel a commitment to do so as there is so much focus on the first one-third of life for the individual with a disability, but often very little connection with preparing him/her for the life one hopes to live for the next two-thirds of their life span. Our long-term plan actually at this point will rely on overall support from her two sisters in the DMV area, but we would like to make that as less intrusive as possible. To be clear our daughter has a moderate Intellectual Disability with a solid IQ of 55. However, we had normal expectations of her in terms of conduct and always sought in public education what her sisters had - a challenging, sequential education.

I was old school in the sense that school was for educating her and less about the social relationships as she needed self-contained with some mainstreaming to learn to read especially. And as parents today try to steer away from, I will be honest to say the general milieu of students with similar needs were from a very different socio-economic and educational background. I decided to be "the curriculum Mom" for the entire class all the way into high school and never once observed a teacher directly in the classroom. However, as you may guess, my interest was not always welcomed, but I knew our two older girls could not be impacted as they were top performers and the other students usually had parents who for various reasons were not involved. Almost all of the students completed the high school program, and I know that a few are still employed in jobs today. On education I will note that it may well work for a high school student who is not able to complete the required number of verifiable credits to do a blend of class levels of standard, team-taught or self-contained to meet specific Transition Goals. The work readiness piece needs to be a part of it, which may possibly be available in the Post High years -- and usually the skills in such a program will also prepare one well to be able to participate in a job, a volunteer job or other adult day programming.

Parents need to clearly understand that it is often a lack of the "soft skills" which show up in the classroom/school setting including behavior skills, communication skills, social skills, executive functioning skills and for some personal care skills, that will prevent one from a smooth transition to a 4-year college, community college, job, volunteer job or adult day program setting. Care needs to be given in what setting within the school division or with supplemental supports in a tutoring or coaching model that these skills as well as academics can be mastered as much as possible. It took 7 years with a myriad of leaning experiences to prepare our youngest to work in a college dining hall, but she has thrived and is looking forward to her 15th year. While her academic skills are limited, she has very strong personal care, social, communication (with patience on the listener's end), executive functioning and behavior or emotional regulation skills. She is a well regarded member of the work team and in her volunteer setting. I think that many students at XXXXX university have also learned a lot from being a community partner with her over the years.


I will need to clean up local identifiers, but I may start a topic where I will post an Over View of Transition Planning.