November 25, 2024 • 22 mins
This week, hosts Meghan (Smallwood) and Patrick (Cadigan) conclude a series of discussions charting transition through school years. For senior year, they differentiate between diploma-bound students and those on a certificate track. Key points include finalizing student-centered transition plans, participating in transition meetings, and ensuring students are aware of their accommodations and supports. They also stress the importance of building a support network and self-advocacy skills. Join the conversation!
Episode Keywords:
senior year transition, diploma bound, certificate track, student centered plan, transition meetings, financial aid, FAFSA, standardized tests, college applications, scholarships, disability support, employment preparation, support network, self-advocacy, at-home folder
Links:
Certificate Track (page)
Diploma Track (page)
Guardianship (page)
Guardianship Alternatives (page)
Past Discussions:
SSI (link)
Guardianship (link)
Exit Year (link)
Empowered Beginnings Pt. 1 (link)
Empowered Beginnings Pt. 2 (link)
Empowered Beginnings Pt. 3 (link)
Supported Decision Making_Full Discussion (link)
To download a copy of a transcript for this episode or any of our previous conversations, click here.
Also visit our Podcast webpage to find links to all of our other discussions; go to www.p2transition.com.
Additional information about post-secondary transition can be found at our website.
The Post-Secondary Transition Podcast Facebook page.
Visit our YouTube Channel to find additional video resources.
Intro/Outro music by AudioCoffee from Pixabay.
Transition music by Joseph McDade from Transistor.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Meghan Smallwood (00:00):
Meghan, welcome. This is the Post
(00:01):
Secondary Transition podcastwhere we have conversations
around the ins and outs andeverything in between of the
transition process for familiesof students with disabilities.
I'm one of the hosts. My name isMeghan Smallwood, and I am a
public school transitioncoordinator. And as always, I
have my co-host with me.
Patrick Cadigan (00:18):
My name is Patrick Cadigan. I am also a
public school transitioncoordinator, all right, so it
took us a while to finally gethere, but we are here as a
refresh, we had started a littlebit of a series, if you will,
that we called empoweredbeginnings, and it walks
(00:38):
families through the transitionprocess as their students are
going through school. So westarted in freshman year, and
then we did sophomore year,junior year, but now here we
are. It's funny. It's stillappropriate to call it empowered
beginnings, but we're at theend. This is senior year, and
(01:04):
when Meghan and I offline weretalking about this, we decided
that again, we're going to kindof break this down and that we
have our diploma bound friends,which is to say those students
who will graduate with a highschool diploma, and then we have
what in where we are isconsidered certificate track, in
(01:25):
other words, students who willnot graduate with a diploma, but
they will receive a certificateof completion. So we will start
the conversation talking aboutour diploma bound friends, and
then we will transition to talkabout our certificate track,
friends. But keep in mind thatin many instances, a lot of what
(01:46):
we will be discussing can beinterchangeable.
Meghan Smallwood (01:49):
You took the words right out of my mouth,
Patrick, because I was justgoing to say sometimes you may
start on one track, but it'sgood to be knowledgeable and
informed about both of them,because the end result may be a
different track, which isperfectly okay, depending on
what your student's path is, andI'll get to it in a second, but
you may realize that there's notenough time to meet all of those
(02:12):
graduation requirements,starting with you know that
student centered TransitionPlan, which we work so hard
through High School to come upwith some interests and areas
they want to explore, to makethose final decisions about what
they want to do when they growup after they graduate. So
having some decisions about thatpost secondary education, if
(02:34):
that's where they're going,vocational training, employment,
or whatever other transitiongoal they may have, you
definitely want your student tostart looking at them, if they
haven't yet enrolling in them,and kind of coming up with an
idea of where they want to go.
Like I mentioned with thosecredits, you want to be checking
in with Student Services andyour your school's guidance
(02:56):
counselor to see if your studentis on track to meet the
requirements, and if there's anyanything that needs to be
adjusted. I know we've haddiscussions before about it may
take a student more than fouryears to complete graduation
requirements, and by law thatstudents allowed to stay in the
school system till 21 so it'sokay if it takes five years or
(03:17):
six years. It's individualized,but sometimes it does happen
where you know that that gap isclosing, and the student is
approaching 21 and they stillhave too many credits in order
to get that diploma. So theylook at another track, and like
Patrick said, it'sinterchangeable, and you know,
you just head down that one.
Patrick Cadigan (03:39):
Yep. So we have finalizing that student student
centered Transition Plan,coordinating with Student
Services. And the next thingthat we're going to throw out
there is you want to beparticipating in the transition
meeting or meetings as yourstudent is moving through.
Meghan Smallwood (03:57):
And it's so important that the student is
present for these meetings, butmost importantly, that last
meeting, so that they're hearingabout all this information that
we've tried to explain to themas they get ready to leave us
and go into that post secondaryworld. They're aware of their
accommodations. They know whatkind of supports they have in
place. That way, they canactually apply them to their
(04:20):
post secondary goals and beprepared to advocate for
themselves. You want to makesure that they are involved, and
you're involved in transitionactivities and programs that
will help prepare them. Ifthere's job fairs being offered,
which I know in our county wehave, you want to attend any
kind of workshop for vocationaltraining, independent light,
(04:40):
living skills, I feel likesenior year a lot of times I'll
hear from parents, you know,they really still need to work
on those executive functioningskills, looking at resources for
that to help prepare them forthe next step is is a huge thing
as well.
Patrick Cadigan (04:55):
And it goes without saying, and I know that
this came up in our lastdiscussion, but. Because what
we're going to throw out therecompleting financial aid
applications, but that isprobably one of the more
stressful things, and somethingthe parents are thinking about
constantly. But again, senioryear, this is definitely a good
time to focus on that.
Meghan Smallwood (05:15):
Yeah and I feel like it even overwhelms me
Just hearing that word. And Idon't have a child going to
college or post secondary levelyet, but just that word, FAFSA.
Make sure they're using theresources. I know our student
services are a great help withthat. There's a number of
workshops offered webinars ofwhole bunch of people there that
(05:35):
can help you through if you haveany questions, because it is
daunting, make sure to explorescholarships, any grants or
loans that might be available tospecifically for students with
disabilities. There are a numberof them out there, and they they
definitely should be looked at.
Patrick Cadigan (05:50):
One of the other things that's coming up
constantly requestingaccommodations for standardized
tests.
Meghan Smallwood (05:58):
Yeah and I mean that goes back to that
necessary documentation, whichthe student will need when they
leave us too, but it isimportant to get those in place
in a timely manner so that theyhave them to take these tests,
and it's one less thing theyhave to worry about.
Patrick Cadigan (06:14):
And I know that this is going to sound like
common sense, but again, this iswith everything that's just
coming out at families arecoming to the families coming to
the students, making sure thecredits are being done, blah,
blah, blah. Make sure tocomplete those college
applications.
Meghan Smallwood (06:29):
Make sure you have all the necessary parts.
You know, the transcripts, theletters of recommendation. Find
out if the college you'reapplying to requires an essay.
Make sure you have them all.
Find out when your deadlinesare. I know Student Services
does a great job of postingthem, so just be aware.
Patrick Cadigan (06:46):
And be, also being aware one of the other
things again that it ties invery strongly with this, and
Meghan's already mentioned itbefore, but applying for
scholarships and grants, andpart of that is also being aware
of what scholarships and whatgrants are out there and
available.
Meghan Smallwood (07:05):
Yeah, and make sure to stay up on all the
graduation ceremonies. I mean,this is a big deal. You've
you've achieved a lot. You wantto be able to celebrate and
enjoy it. So pay attention tothe number of school emails that
are coming out about orderingcap and gown, attending
rehearsals, any kind ofarrangements, I know that they
start early. So just being,being aware of that information.
Patrick Cadigan (07:27):
And playing off of, again because I'm literally
in the middle of this, as we arehaving this discussion, being
aware of and visiting withdisability support service
offices at any of the collegesthat you are looking at or
considering.
Meghan Smallwood (07:45):
That's something I always talk to my
juniors. When I meet with themand they start saying that
they're visiting colleges. Ialways tell them, while you're
on campus, just be aware wherethe Disability Support Services
Office is. If you have the timeand you want to stop in or see
if you can just make anappointment to meet with
someone. It's great to visit andjust see what they what they can
tell you what they have tooffer.
Patrick Cadigan (08:07):
Now one thing though, that I will throw out
there, diverging a little bitfrom the college discussion,
there are students who choose toforego college, right that they
want to just get immediateemployment. So one of the things
that we always throw out there,and this goes back to some of
the teachers that we work within our school system, is
(08:29):
preparing for interviews, resumepreparation, things of that
nature.
Meghan Smallwood (08:36):
Yeah and I know within our school system
that is covered, it's one of therequirements for graduation to
participate in something wherethey do build a resume and do a
mock interview. But there areadditional classes that can be
taken. There are differentagencies or nonprofits out there
that offer opportunities topractice this as well. It's
definitely a great thing to tolook into a little bit before
(08:59):
you actually have to do it forthe real time.
Patrick Cadigan (09:01):
And again with everything that's coming at you.
One of the things that we havealways communicated in all three
of these conversations is addingto your support network. This is
not necessarily something thatyou can do on your own, although
it probably feels like you do iton your own sometimes, but add
(09:22):
to that support network of ofyours.
Meghan Smallwood (09:25):
Yeah, and kind of similarly to that, you want
to make sure that you're intouch with those community
resources as well. If you areaccessing support services like
vocational rehabilitationagencies, you want to make sure
you have your applicationscomplete, checking in with them
about anything you know, stepsmoving forward that need to be
(09:46):
done, as well as accessing anyof their counseling and academic
assistance that offerings thatthey have.
Patrick Cadigan (09:53):
Yeah, so you have adding to your support
network, finalizing thosecommunity resources. Big thing,
Meghan, you already brought itup before. But I want to throw
it out there again, building so,continuing to build self
advocacy skills.
Meghan Smallwood (10:05):
Oh my gosh, that's the number one thing I
think, that we stress,especially in those senior
meetings like they the colleges,don't want to hear from mom and
dad. They just want the check topay for the classes. They want
to hear from the studentadvocating for what they need
and what they're going to use asaccommodations to access their
classes there.
Patrick Cadigan (10:24):
One of the things. And again, Meghan, you
kind of alluded to this, but Ido want to throw out there to
take a moment and celebrate, nomatter how small or big,
celebrate the achievements.
Meghan Smallwood (10:41):
No matter how long it took, either it doesn't
matter. In the grand scheme ofthings, you did it. That's the
important part. You stuck withit.
Patrick Cadigan (10:49):
I was just thinking about this the other
day, how challenging, howdifficult high school can be.
Now, don't get me wrong, assomebody who went through
undergrad and a Master's course,but just that, I don't know,
just thinking back to all thoseexpectations, I suppose I've
been thinking about it quite abit, because my son is now at
the middle school level, and heis having a transition of his
(11:12):
own from, you know, elementaryto middle and, you know,
exploring and discovering. Youknow, all the differences to
that. But man, when I just thinkback to high school, sometimes
I'm like "ohh."
Meghan Smallwood (11:23):
I was thinking about that too, because my son
will make in that making thattransition next year to middle
school. And I'm like, and Ithink of the high schoolers too,
like I see all the activitiesthat they're a part of and the
great things they're doing, andI just look at them, and I'm
like, my goodness, the themanagement skills you have to
pull this off with the workloadI know that they all have now.
It's it's impressive. I thinkeveryone that you know gets
(11:46):
through high school deservesthat recognition.
Patrick Cadigan (11:49):
Yes, indeed; finally, finall-not-finally, but
one of the things that we havecontinued to advocate for, speak
to creating and keeping what werefer to as an at home folder,
that folder that has copies ofpast or current, and even past
IEPs if you need them, relatedassessments, that includes
(12:12):
psychological occupationaltherapy, physical therapy, just
if you can, if it is anassessment and it was done,
you're going to want to want tohold on to it, all that relevant
information.
Meghan Smallwood (12:23):
So important, especially if you are going to
be using Disability SupportServices the college level, they
will be looking for thoseassessments.
Patrick Cadigan (12:32):
It's almost like we've broken down senior
year over the course of anentire year in a matter of
minutes. Yeah, yeah, oh, we'vegot it. We're everything is
fine, okay, yeah, but like wesaid, now what we're going to do
is we're going to transitionthat was covering for our
diploma bound friends, but nowlet's talk about our certificate
(12:52):
track friends, or the friends ofours who are not going to
graduate with a diploma. One ofthe first things as you were
preparing for how do you want tointroduce this? Meghan? I never
know how to how to broach thistopic.
Meghan Smallwood (13:09):
I think, well, you know, and we've talked a lot
about this, but I think as youapproach that final year, that
exit, year before your youryoung adult leaves the school
system, we know that there's alot of things that we're going
to mention that have beenongoing, but it's basically the
time to kind of wrap it all up.
And, you know, get ready forthat next, that next step. So
(13:30):
you know, your coordinator ofcommunity services, your DDA
coordinator, that's someone thatyou've been talking to,
hopefully more more regularlythan you had in the past, but
now is the time that you'rereally going to want to be
hearing from them and meetingwith them, because they really
help to understand the needs ofyour student after exit and the
(13:52):
services that they could access.
Patrick Cadigan (13:56):
Yeah, and it's funny, because now that you
mentioned we have had so manydiscussions that sometimes I
even forget about those thingsthat we talked and we have had a
lengthy discussion about exityear and what that can look
like. So check out the link inthe show notes, because we're
going to want to make sure thatthat you can go back and also
listen to that valuablediscussion. The next thing we're
(14:17):
going to throw out there, andagain, this is one of those
things I'm right in the middleof this with one of my families
applying for SupplementalSecurity Income.
Meghan Smallwood (14:26):
Yep, and it's SSI, not SSDI, because that has
come up a number of timeslately. I know it's confusing
and it seems a little backwards,but SSI is what your individual
will be eligible for at 18. SSDIis for someone who had been
working and became disabled andcan no longer work. So SSI is
(14:47):
the focus, and that's thatfinancial help from the
government that an individual,once they turn 18 that has a
long term disability can receiveand the money. And we've gone
into this in a number number ofother episodes. But it can help
provide money for basic needs,just like food, rents clothing,
just to make sure that thoseessential expenses are paid for.
Patrick Cadigan (15:11):
If you belong to or you follow us on our
Facebook page. It's interestinghow, in parallel, sometimes
things happen and that kind ofjogs our memory. And we're like,
Hey, we should probably mentionthat. And so we bring it up on
our Facebook page, check out ourthe link in the show notes, and
(15:32):
we recently had posted onFacebook about the SSI
conversation that we have had inthe past. Because, again, this
is something that we're likeactively going through with our
families as it's being done. Sohence the reason, if you see a
post on Facebook, most likelysomething happened that jogged
our memory.
Meghan Smallwood (15:52):
So at this time, you really want to be
visiting those adult agenciesand different providers that are
available that you couldpotentially use the DDA funding
for after your individual leavesthe school system. I know we've
talked about that before aswell, and we have a number of
resources available on ourwebsite for them, and I think a
list of questions that you canask the different providers
(16:13):
based off of what you're lookingfor.
Patrick Cadigan (16:14):
Yeah, it is a good, practical, working list of
those questions that you canask. And again, this goes
without saying, because we havementioned before about our home
folder, but gathering thoseschool records this is
essential, especially when itcomes to DDA developmental
disabilities or VR services, ifthat's something that you're
(16:39):
utilizing, but you are going toneed those records for
eligibility determinations.
Meghan Smallwood (16:45):
Yeah, those school records, this is really
the time, and hopefully there'sbeen some planning ahead of time
and back mapping done by theschool to help you with that,
because especially for DDApurposes, they will really want
a psychological evaluationwithin the last three years to
help while you apply for thewaiver, additional evaluations
(17:07):
are helpful, like the education,speech, occupational therapy or
physical therapy, as long inaddition a behavior plan or a
functional behavioralassessment, those can help too
when you are doing all of thepaperwork for the waiver, but
that psychological evaluation isvery, very important.
Patrick Cadigan (17:25):
One of the other things, and again, this is
something that we've had adiscussion around. So we are
going to throw this out there,but it comes with a big
asterisk, considering medicalpower of attorney for your
student. And this kind of delvesinto like guardianship, or those
alternatives to guardianship. Soin no way we've said it before.
(17:45):
This is in no way legal advice.
However, it is something tothink about and consider.
Meghan Smallwood (17:53):
Yeah we really have gone into a lot of detail
about this, and I know we hadsome good conversations about
the alternatives that areavailable, but it's definitely
something if you haven't thoughtof yet, to start thinking about.
And you know, I think advicefrom many people we've talked to
is to look at the leastrestrictive option before
(18:15):
heading to the most restrictiveoption, which would be
guardianship. But you know, it'sbased off of what works best for
your family and what fits yourneeds the best. So we have a
bunch of resources, again, onour website for both types. So
make sure that, if you haven'tconsidered it yet, it's
something that you areconsidering.
Patrick Cadigan (18:35):
And again, something that we've talked
about before, but we're going toreiterate again as you are
preparing that exit buildinginto and adding to that support
network.
Meghan Smallwood (18:44):
Yeah, that circle of support is so key. I
mean, I know when I talk toparents, and I try to talk to
them about future planning isit's an overwhelming and scary
topic to talk about, whathappens when you know you're not
here anymore and your child witha disability still is, and
you're the one who's been doingeverything for them. So as scary
(19:05):
as it is, as much of otherthings you have on your plate at
the moment, it is something tokeep in the back of your mind,
especially as you're makingthese decisions for those future
plans, keep those people aroundyou, close to you, in the loop,
ask for their advice. Just makethem aware of what's going on.
Patrick Cadigan (19:23):
You know, again, it's so weird that, you
know, we basically come up withthis list of things that we want
people to do, and it it in noway addresses the totality or
the enormity of what it isthat's happening. But "Boom"
there you go.
Meghan Smallwood (19:40):
Yeah, I mean...
Patrick Cadigan (19:41):
In a list.
Meghan Smallwood (19:41):
...in, in a nutshell, right?
Patrick Cadigan (19:44):
Yeah, there's your list. Now we will throw out
there that we've made manyreferences to, going back to our
website atwww.postsecondarytransition.com
for both of these lists, for ourcertificate track friends and
for our diploma bound friends.
If you go to the website on thehome page at the very top, you
(20:04):
will see links to buttons forhome what's in an IEP and where
we found these lists is in ourwhere to start button. So if you
just hover over that, it's goingto give you a secondary menu.
You'll see our start. Here wehave certificate track, diploma
track, and it even includestransition tools, or tools that
(20:25):
you will use along that journey.
So again, go to the website.
Check it out. This can be superuseful. Sounds good, all right.
Well, there we finally finishedout. So that's really good. And
then our next discussion, we'rewe've been building towards this
(20:47):
for a while. We're going to kindof change lanes a little bit. We
had a really good conversationwith a creator of content on
YouTube, and he gave us justsome what practical working
advice for those friends andstudents who are thinking that
that may be something that theymight want to consider, so...
Meghan Smallwood (21:08):
Yeah, it's like a career spotlight.
Patrick Cadigan (21:10):
Yeah, yeah, and it was, it was a really good
conversation. I was glad...
Meghan Smallwood (21:14):
Yeah.
Patrick Cadigan (21:14):
...that we were able to have it. So, all right,
Miss Meghan. I think that we cansign this one off.
Meghan Smallwood (21:20):
Awesome.
Thanks for joining everyone.
Patrick Cadigan (21:31):
You'll find all the links to the information
from our conversations in ourshow notes. We would love for
the information from this andall our other discussions to
reach as many families aspossible, and we need your help
to do that. You can find ourconversations at WWW dot p2
transition.com, like, follow andshare out the podcast. Our
(21:52):
conversations are posted to allthe major platforms, including
Apple podcasts, Spotify, YouTubemusic, and that's just naming a
few. So please share and shareoften.
Meghan Smallwood (22:02):
Please also check out our YouTube channel.
Now that we've done some of thelegwork for you by curating
videos of topics that revolvearound transition, we have
playlists for guardianshipalternatives to guardianship
ABLE accounts, and there's moreto come. So please be sure to
subscribe there as well. Andthen finally, check out our
website, which is full ofinformation and links to
resources around the transitionprocess. So open your web
(22:26):
browser of choice and surf towww.postsecondarytransition.com
and we thank you so much for thetime you spent with us, and look
forward to talking again soon.
Meghan, welcome. This is the Post
(00:01):
Secondary Transition podcastwhere we have conversations
around the ins and outs andeverything in between of the
transition process for familiesof students with disabilities.
I'm one of the hosts. My name isMeghan Smallwood, and I am a
public school transitioncoordinator. And as always, I
have my co-host with me.
Patrick Cadigan (00:18):
My name is Patrick Cadigan. I am also a
public school transitioncoordinator, all right, so it
took us a while to finally gethere, but we are here as a
refresh, we had started a littlebit of a series, if you will,
that we called empoweredbeginnings, and it walks
(00:38):
families through the transitionprocess as their students are
going through school. So westarted in freshman year, and
then we did sophomore year,junior year, but now here we
are. It's funny. It's stillappropriate to call it empowered
beginnings, but we're at theend. This is senior year, and
(01:04):
when Meghan and I offline weretalking about this, we decided
that again, we're going to kindof break this down and that we
have our diploma bound friends,which is to say those students
who will graduate with a highschool diploma, and then we have
what in where we are isconsidered certificate track, in
(01:25):
other words, students who willnot graduate with a diploma, but
they will receive a certificateof completion. So we will start
the conversation talking aboutour diploma bound friends, and
then we will transition to talkabout our certificate track,
friends. But keep in mind thatin many instances, a lot of what
(01:46):
we will be discussing can beinterchangeable.
Meghan Smallwood (01:49):
You took the words right out of my mouth,
Patrick, because I was justgoing to say sometimes you may
start on one track, but it'sgood to be knowledgeable and
informed about both of them,because the end result may be a
different track, which isperfectly okay, depending on
what your student's path is, andI'll get to it in a second, but
you may realize that there's notenough time to meet all of those
(02:12):
graduation requirements,starting with you know that
student centered TransitionPlan, which we work so hard
through High School to come upwith some interests and areas
they want to explore, to makethose final decisions about what
they want to do when they growup after they graduate. So
having some decisions about thatpost secondary education, if
(02:34):
that's where they're going,vocational training, employment,
or whatever other transitiongoal they may have, you
definitely want your student tostart looking at them, if they
haven't yet enrolling in them,and kind of coming up with an
idea of where they want to go.
Like I mentioned with thosecredits, you want to be checking
in with Student Services andyour your school's guidance
(02:56):
counselor to see if your studentis on track to meet the
requirements, and if there's anyanything that needs to be
adjusted. I know we've haddiscussions before about it may
take a student more than fouryears to complete graduation
requirements, and by law thatstudents allowed to stay in the
school system till 21 so it'sokay if it takes five years or
(03:17):
six years. It's individualized,but sometimes it does happen
where you know that that gap isclosing, and the student is
approaching 21 and they stillhave too many credits in order
to get that diploma. So theylook at another track, and like
Patrick said, it'sinterchangeable, and you know,
you just head down that one.
Patrick Cadigan (03:39):
Yep. So we have finalizing that student student
centered Transition Plan,coordinating with Student
Services. And the next thingthat we're going to throw out
there is you want to beparticipating in the transition
meeting or meetings as yourstudent is moving through.
Meghan Smallwood (03:57):
And it's so important that the student is
present for these meetings, butmost importantly, that last
meeting, so that they're hearingabout all this information that
we've tried to explain to themas they get ready to leave us
and go into that post secondaryworld. They're aware of their
accommodations. They know whatkind of supports they have in
place. That way, they canactually apply them to their
(04:20):
post secondary goals and beprepared to advocate for
themselves. You want to makesure that they are involved, and
you're involved in transitionactivities and programs that
will help prepare them. Ifthere's job fairs being offered,
which I know in our county wehave, you want to attend any
kind of workshop for vocationaltraining, independent light,
(04:40):
living skills, I feel likesenior year a lot of times I'll
hear from parents, you know,they really still need to work
on those executive functioningskills, looking at resources for
that to help prepare them forthe next step is is a huge thing
as well.
Patrick Cadigan (04:55):
And it goes without saying, and I know that
this came up in our lastdiscussion, but. Because what
we're going to throw out therecompleting financial aid
applications, but that isprobably one of the more
stressful things, and somethingthe parents are thinking about
constantly. But again, senioryear, this is definitely a good
time to focus on that.
Meghan Smallwood (05:15):
Yeah and I feel like it even overwhelms me
Just hearing that word. And Idon't have a child going to
college or post secondary levelyet, but just that word, FAFSA.
Make sure they're using theresources. I know our student
services are a great help withthat. There's a number of
workshops offered webinars ofwhole bunch of people there that
(05:35):
can help you through if you haveany questions, because it is
daunting, make sure to explorescholarships, any grants or
loans that might be available tospecifically for students with
disabilities. There are a numberof them out there, and they they
definitely should be looked at.
Patrick Cadigan (05:50):
One of the other things that's coming up
constantly requestingaccommodations for standardized
tests.
Meghan Smallwood (05:58):
Yeah and I mean that goes back to that
necessary documentation, whichthe student will need when they
leave us too, but it isimportant to get those in place
in a timely manner so that theyhave them to take these tests,
and it's one less thing theyhave to worry about.
Patrick Cadigan (06:14):
And I know that this is going to sound like
common sense, but again, this iswith everything that's just
coming out at families arecoming to the families coming to
the students, making sure thecredits are being done, blah,
blah, blah. Make sure tocomplete those college
applications.
Meghan Smallwood (06:29):
Make sure you have all the necessary parts.
You know, the transcripts, theletters of recommendation. Find
out if the college you'reapplying to requires an essay.
Make sure you have them all.
Find out when your deadlinesare. I know Student Services
does a great job of postingthem, so just be aware.
Patrick Cadigan (06:46):
And be, also being aware one of the other
things again that it ties invery strongly with this, and
Meghan's already mentioned itbefore, but applying for
scholarships and grants, andpart of that is also being aware
of what scholarships and whatgrants are out there and
available.
Meghan Smallwood (07:05):
Yeah, and make sure to stay up on all the
graduation ceremonies. I mean,this is a big deal. You've
you've achieved a lot. You wantto be able to celebrate and
enjoy it. So pay attention tothe number of school emails that
are coming out about orderingcap and gown, attending
rehearsals, any kind ofarrangements, I know that they
start early. So just being,being aware of that information.
Patrick Cadigan (07:27):
And playing off of, again because I'm literally
in the middle of this, as we arehaving this discussion, being
aware of and visiting withdisability support service
offices at any of the collegesthat you are looking at or
considering.
Meghan Smallwood (07:45):
That's something I always talk to my
juniors. When I meet with themand they start saying that
they're visiting colleges. Ialways tell them, while you're
on campus, just be aware wherethe Disability Support Services
Office is. If you have the timeand you want to stop in or see
if you can just make anappointment to meet with
someone. It's great to visit andjust see what they what they can
tell you what they have tooffer.
Patrick Cadigan (08:07):
Now one thing though, that I will throw out
there, diverging a little bitfrom the college discussion,
there are students who choose toforego college, right that they
want to just get immediateemployment. So one of the things
that we always throw out there,and this goes back to some of
the teachers that we work within our school system, is
(08:29):
preparing for interviews, resumepreparation, things of that
nature.
Meghan Smallwood (08:36):
Yeah and I know within our school system
that is covered, it's one of therequirements for graduation to
participate in something wherethey do build a resume and do a
mock interview. But there areadditional classes that can be
taken. There are differentagencies or nonprofits out there
that offer opportunities topractice this as well. It's
definitely a great thing to tolook into a little bit before
(08:59):
you actually have to do it forthe real time.
Patrick Cadigan (09:01):
And again with everything that's coming at you.
One of the things that we havealways communicated in all three
of these conversations is addingto your support network. This is
not necessarily something thatyou can do on your own, although
it probably feels like you do iton your own sometimes, but add
(09:22):
to that support network of ofyours.
Meghan Smallwood (09:25):
Yeah, and kind of similarly to that, you want
to make sure that you're intouch with those community
resources as well. If you areaccessing support services like
vocational rehabilitationagencies, you want to make sure
you have your applicationscomplete, checking in with them
about anything you know, stepsmoving forward that need to be
(09:46):
done, as well as accessing anyof their counseling and academic
assistance that offerings thatthey have.
Patrick Cadigan (09:53):
Yeah, so you have adding to your support
network, finalizing thosecommunity resources. Big thing,
Meghan, you already brought itup before. But I want to throw
it out there again, building so,continuing to build self
advocacy skills.
Meghan Smallwood (10:05):
Oh my gosh, that's the number one thing I
think, that we stress,especially in those senior
meetings like they the colleges,don't want to hear from mom and
dad. They just want the check topay for the classes. They want
to hear from the studentadvocating for what they need
and what they're going to use asaccommodations to access their
classes there.
Patrick Cadigan (10:24):
One of the things. And again, Meghan, you
kind of alluded to this, but Ido want to throw out there to
take a moment and celebrate, nomatter how small or big,
celebrate the achievements.
Meghan Smallwood (10:41):
No matter how long it took, either it doesn't
matter. In the grand scheme ofthings, you did it. That's the
important part. You stuck withit.
Patrick Cadigan (10:49):
I was just thinking about this the other
day, how challenging, howdifficult high school can be.
Now, don't get me wrong, assomebody who went through
undergrad and a Master's course,but just that, I don't know,
just thinking back to all thoseexpectations, I suppose I've
been thinking about it quite abit, because my son is now at
the middle school level, and heis having a transition of his
(11:12):
own from, you know, elementaryto middle and, you know,
exploring and discovering. Youknow, all the differences to
that. But man, when I just thinkback to high school, sometimes
I'm like "ohh."
Meghan Smallwood (11:23):
I was thinking about that too, because my son
will make in that making thattransition next year to middle
school. And I'm like, and Ithink of the high schoolers too,
like I see all the activitiesthat they're a part of and the
great things they're doing, andI just look at them, and I'm
like, my goodness, the themanagement skills you have to
pull this off with the workloadI know that they all have now.
It's it's impressive. I thinkeveryone that you know gets
(11:46):
through high school deservesthat recognition.
Patrick Cadigan (11:49):
Yes, indeed; finally, finall-not-finally, but
one of the things that we havecontinued to advocate for, speak
to creating and keeping what werefer to as an at home folder,
that folder that has copies ofpast or current, and even past
IEPs if you need them, relatedassessments, that includes
(12:12):
psychological occupationaltherapy, physical therapy, just
if you can, if it is anassessment and it was done,
you're going to want to want tohold on to it, all that relevant
information.
Meghan Smallwood (12:23):
So important, especially if you are going to
be using Disability SupportServices the college level, they
will be looking for thoseassessments.
Patrick Cadigan (12:32):
It's almost like we've broken down senior
year over the course of anentire year in a matter of
minutes. Yeah, yeah, oh, we'vegot it. We're everything is
fine, okay, yeah, but like wesaid, now what we're going to do
is we're going to transitionthat was covering for our
diploma bound friends, but nowlet's talk about our certificate
(12:52):
track friends, or the friends ofours who are not going to
graduate with a diploma. One ofthe first things as you were
preparing for how do you want tointroduce this? Meghan? I never
know how to how to broach thistopic.
Meghan Smallwood (13:09):
I think, well, you know, and we've talked a lot
about this, but I think as youapproach that final year, that
exit, year before your youryoung adult leaves the school
system, we know that there's alot of things that we're going
to mention that have beenongoing, but it's basically the
time to kind of wrap it all up.
And, you know, get ready forthat next, that next step. So
(13:30):
you know, your coordinator ofcommunity services, your DDA
coordinator, that's someone thatyou've been talking to,
hopefully more more regularlythan you had in the past, but
now is the time that you'rereally going to want to be
hearing from them and meetingwith them, because they really
help to understand the needs ofyour student after exit and the
(13:52):
services that they could access.
Patrick Cadigan (13:56):
Yeah, and it's funny, because now that you
mentioned we have had so manydiscussions that sometimes I
even forget about those thingsthat we talked and we have had a
lengthy discussion about exityear and what that can look
like. So check out the link inthe show notes, because we're
going to want to make sure thatthat you can go back and also
listen to that valuablediscussion. The next thing we're
(14:17):
going to throw out there, andagain, this is one of those
things I'm right in the middleof this with one of my families
applying for SupplementalSecurity Income.
Meghan Smallwood (14:26):
Yep, and it's SSI, not SSDI, because that has
come up a number of timeslately. I know it's confusing
and it seems a little backwards,but SSI is what your individual
will be eligible for at 18. SSDIis for someone who had been
working and became disabled andcan no longer work. So SSI is
(14:47):
the focus, and that's thatfinancial help from the
government that an individual,once they turn 18 that has a
long term disability can receiveand the money. And we've gone
into this in a number number ofother episodes. But it can help
provide money for basic needs,just like food, rents clothing,
just to make sure that thoseessential expenses are paid for.
Patrick Cadigan (15:11):
If you belong to or you follow us on our
Facebook page. It's interestinghow, in parallel, sometimes
things happen and that kind ofjogs our memory. And we're like,
Hey, we should probably mentionthat. And so we bring it up on
our Facebook page, check out ourthe link in the show notes, and
(15:32):
we recently had posted onFacebook about the SSI
conversation that we have had inthe past. Because, again, this
is something that we're likeactively going through with our
families as it's being done. Sohence the reason, if you see a
post on Facebook, most likelysomething happened that jogged
our memory.
Meghan Smallwood (15:52):
So at this time, you really want to be
visiting those adult agenciesand different providers that are
available that you couldpotentially use the DDA funding
for after your individual leavesthe school system. I know we've
talked about that before aswell, and we have a number of
resources available on ourwebsite for them, and I think a
list of questions that you canask the different providers
(16:13):
based off of what you're lookingfor.
Patrick Cadigan (16:14):
Yeah, it is a good, practical, working list of
those questions that you canask. And again, this goes
without saying, because we havementioned before about our home
folder, but gathering thoseschool records this is
essential, especially when itcomes to DDA developmental
disabilities or VR services, ifthat's something that you're
(16:39):
utilizing, but you are going toneed those records for
eligibility determinations.
Meghan Smallwood (16:45):
Yeah, those school records, this is really
the time, and hopefully there'sbeen some planning ahead of time
and back mapping done by theschool to help you with that,
because especially for DDApurposes, they will really want
a psychological evaluationwithin the last three years to
help while you apply for thewaiver, additional evaluations
(17:07):
are helpful, like the education,speech, occupational therapy or
physical therapy, as long inaddition a behavior plan or a
functional behavioralassessment, those can help too
when you are doing all of thepaperwork for the waiver, but
that psychological evaluation isvery, very important.
Patrick Cadigan (17:25):
One of the other things, and again, this is
something that we've had adiscussion around. So we are
going to throw this out there,but it comes with a big
asterisk, considering medicalpower of attorney for your
student. And this kind of delvesinto like guardianship, or those
alternatives to guardianship. Soin no way we've said it before.
(17:45):
This is in no way legal advice.
However, it is something tothink about and consider.
Meghan Smallwood (17:53):
Yeah we really have gone into a lot of detail
about this, and I know we hadsome good conversations about
the alternatives that areavailable, but it's definitely
something if you haven't thoughtof yet, to start thinking about.
And you know, I think advicefrom many people we've talked to
is to look at the leastrestrictive option before
(18:15):
heading to the most restrictiveoption, which would be
guardianship. But you know, it'sbased off of what works best for
your family and what fits yourneeds the best. So we have a
bunch of resources, again, onour website for both types. So
make sure that, if you haven'tconsidered it yet, it's
something that you areconsidering.
Patrick Cadigan (18:35):
And again, something that we've talked
about before, but we're going toreiterate again as you are
preparing that exit buildinginto and adding to that support
network.
Meghan Smallwood (18:44):
Yeah, that circle of support is so key. I
mean, I know when I talk toparents, and I try to talk to
them about future planning isit's an overwhelming and scary
topic to talk about, whathappens when you know you're not
here anymore and your child witha disability still is, and
you're the one who's been doingeverything for them. So as scary
(19:05):
as it is, as much of otherthings you have on your plate at
the moment, it is something tokeep in the back of your mind,
especially as you're makingthese decisions for those future
plans, keep those people aroundyou, close to you, in the loop,
ask for their advice. Just makethem aware of what's going on.
Patrick Cadigan (19:23):
You know, again, it's so weird that, you
know, we basically come up withthis list of things that we want
people to do, and it it in noway addresses the totality or
the enormity of what it isthat's happening. But "Boom"
there you go.
Meghan Smallwood (19:40):
Yeah, I mean...
Patrick Cadigan (19:41):
In a list.
Meghan Smallwood (19:41):
...in, in a nutshell, right?
Patrick Cadigan (19:44):
Yeah, there's your list. Now we will throw out
there that we've made manyreferences to, going back to our
website atwww.postsecondarytransition.com
for both of these lists, for ourcertificate track friends and
for our diploma bound friends.
If you go to the website on thehome page at the very top, you
(20:04):
will see links to buttons forhome what's in an IEP and where
we found these lists is in ourwhere to start button. So if you
just hover over that, it's goingto give you a secondary menu.
You'll see our start. Here wehave certificate track, diploma
track, and it even includestransition tools, or tools that
(20:25):
you will use along that journey.
So again, go to the website.
Check it out. This can be superuseful. Sounds good, all right.
Well, there we finally finishedout. So that's really good. And
then our next discussion, we'rewe've been building towards this
(20:47):
for a while. We're going to kindof change lanes a little bit. We
had a really good conversationwith a creator of content on
YouTube, and he gave us justsome what practical working
advice for those friends andstudents who are thinking that
that may be something that theymight want to consider, so...
Meghan Smallwood (21:08):
Yeah, it's like a career spotlight.
Patrick Cadigan (21:10):
Yeah, yeah, and it was, it was a really good
conversation. I was glad...
Meghan Smallwood (21:14):
Yeah.
Patrick Cadigan (21:14):
...that we were able to have it. So, all right,
Miss Meghan. I think that we cansign this one off.
Meghan Smallwood (21:20):
Awesome.
Thanks for joining everyone.
Patrick Cadigan (21:31):
You'll find all the links to the information
from our conversations in ourshow notes. We would love for
the information from this andall our other discussions to
reach as many families aspossible, and we need your help
to do that. You can find ourconversations at WWW dot p2
transition.com, like, follow andshare out the podcast. Our
(21:52):
conversations are posted to allthe major platforms, including
Apple podcasts, Spotify, YouTubemusic, and that's just naming a
few. So please share and shareoften.
Meghan Smallwood (22:02):
Please also check out our YouTube channel.
Now that we've done some of thelegwork for you by curating
videos of topics that revolvearound transition, we have
playlists for guardianshipalternatives to guardianship
ABLE accounts, and there's moreto come. So please be sure to
subscribe there as well. Andthen finally, check out our
website, which is full ofinformation and links to
resources around the transitionprocess. So open your web
(22:26):
browser of choice and surf towww.postsecondarytransition.com
and we thank you so much for thetime you spent with us, and look
forward to talking again soon.
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