Introduction to the Family Guideposts for Success

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An Introduction to The Family Guideposts for
Success

• Family Involvement and Supports in Education,
  Career Development, Youth Development, and
  Connections to Communities and Systems

Deborah Leuchovius, 2008 TATRA Conference
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NCWD/Youths Guideposts For Success

• School-based Preparatory Experiences
• Career Preparation and Work-Based Learning
  Experiences
• Youth Development and Leadership
• Connecting Activities
• Family Involvement and Supports

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Family Involvement and Supports
All youth need parents, families, and other
caring adults who

• Have access to information about employment,
  further education, and community resources
• Take an active role in transition planning with
  schools and community partners
• Have access to medical, professional, and peer
  support network

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Family Involvement and Supports
All youth need parents, families, and other
caring adults who

• Have high expectations that build upon the young
  persons strengths, interests, and needs and that
  foster each youths ability to achieve
  independence and self-sufficiency
• Remain involved in their lives and assist them
  toward adulthood

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Family Involvement and Supports
Youth with disabilities need parents, families,
and other caring adults who

• An understanding of the youths disability and
  how it affects his or her education, employment,
  and daily living options
• Knowledge of rights and responsibilities under
  various disability-related legislation

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Family Contributions to Successful

• School-based Preparatory Experiences
• Career Preparation and Work-Based Learning
  Experiences
• Youth Development and Leadership
• Connecting Activities
• Family Involvement and Supports

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An Introduction

• Families help youth explore the world of
  work, prepare for further education or training,
  find and engage in extracurricular activities
  that promote personal growth, and navigate many
  of the complexities of young adulthood.

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• All families, regardless of income, education
  level, or cultural background want their children
  to grow up to be successful adults.

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High Expectations

• are associated with achievement and resiliency?
  the ability to overcome adversity to achieve good
  developmental outcomes.
• Research indicates that high family expectations
  are associated with higher postsecondary
  enrollment and more self-determined behavior.

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Stay Involved

• Experts in human development consider late
  adolescence and early adulthood a launching
  period when parents provide important guidance
  that prepares youth for the world of adulthood.

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Family Involvement

• Refers to support for the social, emotional,
  physical, academic, and occupational growth of
  youth that is provided by parents and or other
  family, either independently or in collaboration
  with professionals.

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GUIDEPOST 1

• School-based Preparatory Experiences
• Career Preparation and Work-Based Learning
  Experiences
• Youth Development and Leadership
• Connecting Activities

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FAMILY GUIDEPOST ONE
All youth need parents, family members, and other
caring adults who

• have high educational expectations that are
  grounded in their strengths and interests
• remain involved in their middle school and high
  school education and take an active role in
  helping them plan for the future
• help them access information about postsecondary
  education options linked to their future goals
• take an active role in transition planning with
  schools
• have access to professional peer networks.

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FAMILY GUIDEPOST ONE
All youth need parents, family members, and other
caring adults who

• understand their disability and its effect in an
  educational setting
• assist them in learning about rights and
  responsibilities under various disability-related
  laws
• help them understand how individualized
  transition planning can help them achieve future
  goals and
• prepare youth to take increasing responsibility
  for directing their own Individualized Education
  Program (IEP) developing a transition plan that
  reflects their goals.

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SCHOOL PREPARATION How to stay involved

• TIPS FOR ALL PARENTS
• hold and convey high expectations that reflect
  your childs interests and strengths
• emphasize that education is key to achieving your
  childs dreams and future economic security
• make sure your child attends school and completes
  his or her homework every day
• help your youth find at least one interesting
  extra-curricular activity, and actively support
  his or her participation
• discuss your young adults strengths and
  interests with him or her, and explore together
  how these help determine appropriate
  postsecondary goals
• Many more

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SCHOOL PREPARATION How to stay involved

• For parents of youth with disabilities
• participate in the special education transition
  planning process ensure that the final plan
  reflects your childs individual needs and
  postsecondary goals
• understand that your son or daughter must meet
  certain eligibility requirements to receive
  services from adult service agencies
• ensure that your child has access to specific and
  individual learning accommodations, assistive
  technology, and teaching strategies
• help youth understand the reasonable
  accommodations provided at school and why they
  are needed
• ensure that your child is assessed accurately on
  classroom based assessments, diagnostic
  evaluations, and district/state high stakes
  testing

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GUIDEPOST 2

• School-based Preparatory Experiences
• Career Preparation and Work-Based Learning
  Experiences
• Youth Development and Leadership
• Connecting Activities

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FAMILY GUIDEPOST TWO
All youth need parents, family members, and other
caring adults who

• have high expectations for their future
  employment
• take an active role in career planning with
  schools and community partners
• help them access information about career-related
  education and support their engagement in career
  exploration and work-based learning experiences
• teach them to take the initiative in resolving
  problems on the job
• have access to professional and peer networks.

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FAMILY GUIDEPOST TWO
Youth with disabilities also need family members
and other caring adults who

• have high expectations for them to achieve
  competitive employment and economic
  self-sufficiency
• assist them to develop an understanding of their
  disability and how it affects them in an
  employment setting
• assist youth in learning about employment rights
  and responsibilities for people with
  disabilities
• assist them in learning how to access employment
  programs, services, work incentives, supports,
  and accommodations
• help them understand how individualized planning
  tools support career goals and objectives.

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GUIDEPOST 3

• School-based Preparatory Experiences
• Career Preparation and Work-Based Learning
  Experiences
• Youth Development and Leadership
• Connecting Activities

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FAMILY GUIDEPOST THREE
All youth need parents, families, and other
caring adults who

• have high expectations that foster each youths
  ability to achieve independence and
  self-sufficiency
• remain involved in their lives while still
  encouraging self-determination, independence,
  youth development and leadership
• help youth access programs that promote their
  personal development, build supportive
  relationships, and contribute to the community
• take an active role in transition planning with
  schools and community youth development
  providers
• have access to professional and peer networks
  that support youth development and leadership.

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FAMILY GUIDEPOST THREE
Youth with disabilities also need family members
and other caring adults who

• develop an understanding of their disability and
  how it affects physical, emotional, and social
  growth
• assist them in learning about disability history
  and culture as well as disability-related laws
• assist them in learning how to access independent
  living and mentoring programs, as well as other
  services and supports available to young adults
  with disabilities and
• help them understand how individualized planning
  tools support their community participation and
  independent living goals.

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GUIDEPOST 4

• School-based Preparatory Experiences
• Career Preparation and Work-Based Learning
  Experiences
• Youth Development and Leadership
• Connecting Activities

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FAMILY GUIDEPOST FOUR
All youth need parents, families, and other
caring adults who

• have high expectations that foster each youths
  ability to achieve independence and
  self-sufficiency
• remain involved in their lives and assist them
  toward an independent adulthood
• help youth access medical, professional, and peer
  support networks
• help youth access information about
  transportation, recreation, financial planning,
  and other services available from public programs
  and agencies and
• take an active role in transition planning with
  schools and community partners.

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FAMILY GUIDEPOST FOUR
Youth with disabilities also need family members
and other caring adults who

• understand their disability and its impact on
  their health, daily life, employment, and
  community participation
• assist them in learning how to access programs,
  services, supports, and accommodations
• assist them in learning about rights and
  responsibilities under disability-related laws
  and
• help them understand how individualized planning
  tools support their personal goals and objectives.