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LOMAH Special Needs Podcast

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LOMAH Special Needs Podcast
LOMAH Special Needs Podcast

LOMAH Special Needs Podcast

LOMAH

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About Us

The LOMAH Special Needs Podcast is an in depth look at topics relevant to raising our special needs children. The show runs topical series deep diving into an issue for 10-12 episodes. Series include education, safety, advocacy, inclusion, technology, housing, health, and more. Your host, Kim, is the mother of a teenage daughter with type 3 autism, epilepsy, hypotonia, and intellectual disability. For behind the scenes of the journey, find Kim on Instagram @journey2lomah

Latest Episodes

School Services to Adult Services

When students age out of school services and transition to adult services gaps often emerge. Many of these gaps have simple solutions. What are the gaps and how do we bridge them? About the Guest: Sonni Charness is the founder of Guidelight Group. She and her team specialize in helping California teens and adults with developmental disabilities and their families plan for and live their their best lives. Sonni has over tenyears of professional experience supporting teens and adults with disabilities in their communities, and a Master’s degree in Special Education with an emphasis in transition and employment outcomes for youth with moderate to severe disabilities. Her work on transition-to-adulthood and employment has been published in theJournal of Vocational Rehabilitationand inResearch and Practice for Persons with Severe Disabilities. (Sonni also serves on the Board of Directors for the California chapter of APSE, a national organization whose mission is to promote access forall people with disabilities to have competitive employment in an inclusive workforce.) You can learn more about Sonni, her team and their work at GuidelightGroup.org. ***Follow our journey on instagram @journey2lomah*** Links Mentioned: Google Person Centered Thinking Training to search for opportunities in your area Helen Sanderson Associates - Person Centered Planning Tools The Learning Community for Person Centered Practices Google Micheal Smull Related Episodes: #94 - Disability Employment: Is it Really Possible for All? #92 - Preparing Students with Disabilities for Specialized College Programs Transition Planning Series Episodes 86 - 98

40 MIN6 d ago
Comments
School Services to Adult Services

Disability Employment: Is It Really Possible for All?

For individuals with differing abilities to have paid employment in community settings, there needs to be a culture that believes they are capable. What hurdles must be overcome to shift perspective? Our guest discusses 4 key hurdles keeping parents and IEP teams from believing in the possibility of paid employment in a community setting. We acknowledge these hurdles and learn how to clear them. We also learn what to put in the employment section of the transition plan in the IEP to help students move towards paid employment in a community setting. About the Guest Sean Roy is a Research Associate with TransCen Inc. In this position he works to provide training and technical assistance to states, employment professionals and schools, leading to improved success for individuals with disabilities who are transitioning from school into the workforce and life in the community. Roy is an experienced curriculum developer, writer, trainer and presenter, often being asked to speak to professionals and families about issues of employment, accessing postsecondary education, and promoting family involvement in employment and transition planning. Mr. Roy draws from previous experience as Co-Director of PACER’s National Parent Center on Transition and Employment, as well as being a sibling of an adult with autism. Links to content mentioned in this episode can be found at www.lomah.org/podcastseason3/94 Follow LOMAH on Instagram at journey2lomah Related Episodes Technology Series - Episodes #48 - #59 Self Determination for Complex Communication Users - Episode #89 Transition Planning Series Episodes #86 - #98

42 MIN2 w ago
Comments
Disability Employment: Is It Really Possible for All?

How to Get Assistive Technology in the IEP

Assistive technology is an essential lifeline for many students with differing abilities. How do we get it in the IEP and what additional considerations are important? What happens to technology supports after the student ages out of the school system and enters adult services? This episodes covers: What does federal IDEA says about assistive technology and how you can use the law in your advocacy efforts to get needed technology into the IEP How to stay current on new assistive technology trends Verbiage to use in your request to the school district for an assistive technology evaluation Additional IEP considerations with assistive technology such as who is responsible for damaged euipment, ensuring proper implementation and training of staff, etc. What happens to technology devices belonging to the school systems after the student ages out and enters adult programs Who pays for assistive technology for adults About the Guest: Lisa Lightner is a sought after and trusted resource for parents navigating the IEP process. She hosts the only IEP focused podcast, called Don’t IEP Alone, and her website, A Day in Our Shoes, receives hundreds of thousands of visits per month. She is a professional special education advocate, a former adult vocational program instructor, and a credentialed lobbyist. She serves on the board of several organizations and has been featured in dozens of mainstream parenting shows and magazines. Related Episodes: Technology Series: Episodes #48 - #59 in Season 2 Transition Series: Episodes #86 - #98

33 MIN3 w ago
Comments
How to Get Assistive Technology in the IEP

Preparing Students with Disabilities for Specialized College Programs

Clemson University supports one of the first post secondary programs for students with disabilities in the country. There currently are over 200 similar programs across the country and in this episode we use Clemson Life as a framework to give families and IEP teams a vision of a post secondary college program so they can begin considering necessary requirements to qualify for programs such as Clemson Life and thus begin working toward goals in the middle school and high school years. There are 3 parts to today’s conversation. First we learn about the Clemson Life program. Second we will learn what goals should be going into the 3 federally mandated sections of the IEP Transition Plan to set students up for success in post secondary college programs. We will conclude the conversation looking at the four belief statements of the Clemson Life program and how they are applicable regardless if college is an option for our student. About The Guest: Courtney Dukes became involved with the Clemson Life program as a Clemson student. She is a certified K-12 special education teacher and is in her 5th year as an employee with the Clemson Life program serving as the freshman teacher. Follow Clemson Life on Instagram, Facebook, and Twitter You can find behind the scenes of Kim's journey with her daughter on Instagram as journey2lomah. LOMAH is also on Facebook.

40 MINOCT 22
Comments
Preparing Students with Disabilities for Specialized College Programs

Diploma, Vocational, & Credential Tracks for Students with Disabilities

Most students in special education are tracked to age out of the school system without a degree or direct pathway to employment. What if we believe expectations can be higher for our student? What are the options for exiting the school system and where does each option lead? Who is making these choices? About the Guest Our guest, Ashley Grant is a Supervising Staff Attorney at Advocates for Children of New York, focusing on protecting the rights of middle school and high school students, including students with disabilities, students who are overage and under-credits, and students transitioning out of school. She also coordinates the state-wide Multiple Pathways to a Diploma Coalition and teaches the Special Education Law and Advocacy Field Clinic at Cardozo Law School. Ashley started her career as a special education teacher in Los Angeles. She holds a B.A. in Sociology from the University of California, Los Angeles; a M.A. in Special Education from California State University; and a J.D. from New York University School of Law. Related Episodes: Episodes 86 - 97: Transition Planning Series ***For behind the scenes of Kim's journey planning the future for and with her daughter follow them on Instagram at journey2lomah***

37 MINOCT 15
Comments
Diploma, Vocational, & Credential Tracks for Students with Disabilities

#90-Teen to Adult Transition Lessons from a Self Advocate

We hear a lot and think a lot about the inevitable time of transitioning out of special education school services and into adult services. It has been coined “when the bus stops coming” or “falling off the cliff.’ What does this time of life feel like from the perspective of the person actually going through it? From the perspective of the individual with disabilities? Self Advocate Melissa Crisp-Cooper shares her journey, gives parents a pep talk, and expresses where challenges still exist in her life 20 years later. Links to content mentioned on the show can be found athttps://www.lomah.org/podcastseason3/90 About the Guest: Melissa Crisp-Cooper is a writer, adventure seeker, and health advocate. She has cerebral palsy, and navigates the world using a purple power wheelchair. Melissa and her husband Owen live in Oakland, CA with two opinionated black cats. Together, Melissa and Owen love to travel, eat good food, and stretch out in their adaptive yoga class. Related Episodes: Episodes #86-#97 make up the Transition Planning series which focus on creating the post secondary transition plan that goes in the IEP at the age of 14 or 16. Episode #70: Do This Not That: Lessons from a Self Advocate with Angela West Episode 25: Think College with Kate Weir ***Follow Kim on instagram @journey2lomah for an in depth and behind the scenes look at their journey***

31 MINOCT 8
Comments
#90-Teen to Adult Transition Lessons from a Self Advocate

3 Self Determination Strategies for Complex Communication Users

Individuals with disabilities have the right to make choices for themselves and for those choices to be honored, but what if it is hard for us to understand what those choices, likes, and dislikes are because of complex communication needs? How do we begin teaching and honoring self determination at a young age? This episodes explores 3 strategies: Verbal Referencing Separating what is important to the individual from what is important for the individual Reframing likes into social rolls Links to items mentioned in the show are athttps://www.lomah.org/podcastseason3/89 About the Guest: Erin Sheldon is mom to Maggie, a 16 year old with severe disabilities. Erin earned her master's degree studying how to support our students with complex needs in the regular classroom. She is CEO of Ontario's parent association for school inclusion (www.inclusionontario.ca). She also works for the assistive technology company, AssistiveWare. Erin has authored articles, book chapters, manuals, online professional learning modules, and more. Related Episodes: Transition Series - Episodes 86 - 97 Episode 77 : Your Body Your Boundaries Episode 50: Keeping AAC Person Centered Episode 49: Self Determination with Complex Communication Needs Episode 48: Augmentative and Alternative Communication ***Follow Kim on instagram @journey2lomah for an in depth and behind the scenes look at their journey***

55 MINOCT 1
Comments
3 Self Determination Strategies for Complex Communication Users

Using Assessments to Guide IEP Transition Goals

When we start considering the future for individuals with differing abilities, the assessment process is an important yet often omitted first step. Ongoing formal and informal assessments, specifically those identifying strengths and interests, should be the drivers of transition IEP goals. How can we encourage school districts to assess and what are the whens, hows, and whos of the process? Dr. Mary E. Morningstar is faculty in Special Education at Portland State University and Co-Director of the Career and Community Studies program, a fully inclusive transition to postsecondary education for youth with intellectual disability. She directs the Transition Coalition, a national center offering online, hybrid and in-person professional development and resources for secondary special educators and transition practitioners. Dr. Morningstar teaches us what transition assessment is, when and how is it happening, and who should be performing the assessments. She gives us counsel on how to prompt the district to initiate a wide range of assessments and tells us exactly what to say in the email we send requesting assessments. We will be learning 3 things to bring the IEP team that would be seen as supportive and helpful rather than demanding so we are operating as a team. We are going to learn about observational and situational assessments and why we want to use those and NOT anecdotal observations. Links to valuable resources mentioned in this episode can be found at https://www.lomah.org/podcastseason3/88 To follow Kim's journey with her daughter, find her on instagram as journey2lomah

47 MINSEP 24
Comments
Using Assessments to Guide IEP Transition Goals

Adult Transition Planning in the IEP - Does it Work?

Transition planning begins during the teen years and becomes part of the IEP between the ages of 14 - 16. Does the process work? Are we focusing on the right areas? Mary Susan McConnell, Ed.D, shares results and implications of her research which aimed to answer 3 key questions: 1) Actual Post Secondary IDEA Outcomes 2) Identifying the Most Significant Challenges Upon Leaving the System 3) Parental Input on the Effectiveness of Transition Teams and Suggestions for Improvement Find Mary Susan on her website, Facebook, and Instagram as Mary Susan McConnell. Find Mary Susan's podcast by searching Mama Bear Podcast. It is the show with the Grizzly Bear. Find Kim on Instagram as Journey2Lomah Related LOMAH Podcast Episodes: Episodes 86 - 97: Transition Planning Series Episode 69: Self Determination with Complex Communication Needs Episode 49: Person Centered Planning Episode 31: Transition Planning to Guide IEP Goals Episode 30: Legal Rights After 18 Episode 25: Think College Episodes 22 & 23: Housing - 4 Things to Start Doing Now with the Autism Housing Network Episode 21: The Family Home & ADU Housing Model Episode 18: Housing: 5 Takeaways

53 MINSEP 17
Comments
Adult Transition Planning in the IEP - Does it Work?

Transition Planning for Adulthood in the IEP

Transition planning sets the stage to get students where they want to be upon aging out of the school system. Depending on the state, transition planning becomes a part of the IEP by the age of 14 or 16. Some school districts take the transition planning process and knock it out of the ballpark. Some school districts barely meet minimum requirements. Regardless of your situation, the more you know, the better you can prepare and advocate for a successful transition into adulthood. The transition series will include episodes on what the research shows regarding transition, utilizing assessments to drive goals, preparing for special needs college programs, putting technology in the IEP as transition supports, self determination, and the roles of parents. Follow Kim on Instagram at journey2lomah for behind the scenes of the creation of her daughter's transition plan. Related Episodes Episode 69: Self Determination with Complex Communication Needs Episode 53: Is Technology the Caregiving Solution Episode 49: Person Centered Planning Episode 32: High School Time Crunch Episode 31: Transition Planning to Guide IEP Goals Episode 30: Legal Rights After 18 Episode 29: College of Adaptive Arts Episode 28: College and High School - A Student’s Perspective Episode 26&27: Transition Programs at UC Episode 25: Think College

19 MINSEP 10
Comments
Transition Planning for Adulthood in the IEP

Latest Episodes

School Services to Adult Services

When students age out of school services and transition to adult services gaps often emerge. Many of these gaps have simple solutions. What are the gaps and how do we bridge them? About the Guest: Sonni Charness is the founder of Guidelight Group. She and her team specialize in helping California teens and adults with developmental disabilities and their families plan for and live their their best lives. Sonni has over tenyears of professional experience supporting teens and adults with disabilities in their communities, and a Master’s degree in Special Education with an emphasis in transition and employment outcomes for youth with moderate to severe disabilities. Her work on transition-to-adulthood and employment has been published in theJournal of Vocational Rehabilitationand inResearch and Practice for Persons with Severe Disabilities. (Sonni also serves on the Board of Directors for the California chapter of APSE, a national organization whose mission is to promote access forall people with disabilities to have competitive employment in an inclusive workforce.) You can learn more about Sonni, her team and their work at GuidelightGroup.org. ***Follow our journey on instagram @journey2lomah*** Links Mentioned: Google Person Centered Thinking Training to search for opportunities in your area Helen Sanderson Associates - Person Centered Planning Tools The Learning Community for Person Centered Practices Google Micheal Smull Related Episodes: #94 - Disability Employment: Is it Really Possible for All? #92 - Preparing Students with Disabilities for Specialized College Programs Transition Planning Series Episodes 86 - 98

40 MIN6 d ago
Comments
School Services to Adult Services

Disability Employment: Is It Really Possible for All?

For individuals with differing abilities to have paid employment in community settings, there needs to be a culture that believes they are capable. What hurdles must be overcome to shift perspective? Our guest discusses 4 key hurdles keeping parents and IEP teams from believing in the possibility of paid employment in a community setting. We acknowledge these hurdles and learn how to clear them. We also learn what to put in the employment section of the transition plan in the IEP to help students move towards paid employment in a community setting. About the Guest Sean Roy is a Research Associate with TransCen Inc. In this position he works to provide training and technical assistance to states, employment professionals and schools, leading to improved success for individuals with disabilities who are transitioning from school into the workforce and life in the community. Roy is an experienced curriculum developer, writer, trainer and presenter, often being asked to speak to professionals and families about issues of employment, accessing postsecondary education, and promoting family involvement in employment and transition planning. Mr. Roy draws from previous experience as Co-Director of PACER’s National Parent Center on Transition and Employment, as well as being a sibling of an adult with autism. Links to content mentioned in this episode can be found at www.lomah.org/podcastseason3/94 Follow LOMAH on Instagram at journey2lomah Related Episodes Technology Series - Episodes #48 - #59 Self Determination for Complex Communication Users - Episode #89 Transition Planning Series Episodes #86 - #98

42 MIN2 w ago
Comments
Disability Employment: Is It Really Possible for All?

How to Get Assistive Technology in the IEP

Assistive technology is an essential lifeline for many students with differing abilities. How do we get it in the IEP and what additional considerations are important? What happens to technology supports after the student ages out of the school system and enters adult services? This episodes covers: What does federal IDEA says about assistive technology and how you can use the law in your advocacy efforts to get needed technology into the IEP How to stay current on new assistive technology trends Verbiage to use in your request to the school district for an assistive technology evaluation Additional IEP considerations with assistive technology such as who is responsible for damaged euipment, ensuring proper implementation and training of staff, etc. What happens to technology devices belonging to the school systems after the student ages out and enters adult programs Who pays for assistive technology for adults About the Guest: Lisa Lightner is a sought after and trusted resource for parents navigating the IEP process. She hosts the only IEP focused podcast, called Don’t IEP Alone, and her website, A Day in Our Shoes, receives hundreds of thousands of visits per month. She is a professional special education advocate, a former adult vocational program instructor, and a credentialed lobbyist. She serves on the board of several organizations and has been featured in dozens of mainstream parenting shows and magazines. Related Episodes: Technology Series: Episodes #48 - #59 in Season 2 Transition Series: Episodes #86 - #98

33 MIN3 w ago
Comments
How to Get Assistive Technology in the IEP

Preparing Students with Disabilities for Specialized College Programs

Clemson University supports one of the first post secondary programs for students with disabilities in the country. There currently are over 200 similar programs across the country and in this episode we use Clemson Life as a framework to give families and IEP teams a vision of a post secondary college program so they can begin considering necessary requirements to qualify for programs such as Clemson Life and thus begin working toward goals in the middle school and high school years. There are 3 parts to today’s conversation. First we learn about the Clemson Life program. Second we will learn what goals should be going into the 3 federally mandated sections of the IEP Transition Plan to set students up for success in post secondary college programs. We will conclude the conversation looking at the four belief statements of the Clemson Life program and how they are applicable regardless if college is an option for our student. About The Guest: Courtney Dukes became involved with the Clemson Life program as a Clemson student. She is a certified K-12 special education teacher and is in her 5th year as an employee with the Clemson Life program serving as the freshman teacher. Follow Clemson Life on Instagram, Facebook, and Twitter You can find behind the scenes of Kim's journey with her daughter on Instagram as journey2lomah. LOMAH is also on Facebook.

40 MINOCT 22
Comments
Preparing Students with Disabilities for Specialized College Programs

Diploma, Vocational, & Credential Tracks for Students with Disabilities

Most students in special education are tracked to age out of the school system without a degree or direct pathway to employment. What if we believe expectations can be higher for our student? What are the options for exiting the school system and where does each option lead? Who is making these choices? About the Guest Our guest, Ashley Grant is a Supervising Staff Attorney at Advocates for Children of New York, focusing on protecting the rights of middle school and high school students, including students with disabilities, students who are overage and under-credits, and students transitioning out of school. She also coordinates the state-wide Multiple Pathways to a Diploma Coalition and teaches the Special Education Law and Advocacy Field Clinic at Cardozo Law School. Ashley started her career as a special education teacher in Los Angeles. She holds a B.A. in Sociology from the University of California, Los Angeles; a M.A. in Special Education from California State University; and a J.D. from New York University School of Law. Related Episodes: Episodes 86 - 97: Transition Planning Series ***For behind the scenes of Kim's journey planning the future for and with her daughter follow them on Instagram at journey2lomah***

37 MINOCT 15
Comments
Diploma, Vocational, & Credential Tracks for Students with Disabilities

#90-Teen to Adult Transition Lessons from a Self Advocate

We hear a lot and think a lot about the inevitable time of transitioning out of special education school services and into adult services. It has been coined “when the bus stops coming” or “falling off the cliff.’ What does this time of life feel like from the perspective of the person actually going through it? From the perspective of the individual with disabilities? Self Advocate Melissa Crisp-Cooper shares her journey, gives parents a pep talk, and expresses where challenges still exist in her life 20 years later. Links to content mentioned on the show can be found athttps://www.lomah.org/podcastseason3/90 About the Guest: Melissa Crisp-Cooper is a writer, adventure seeker, and health advocate. She has cerebral palsy, and navigates the world using a purple power wheelchair. Melissa and her husband Owen live in Oakland, CA with two opinionated black cats. Together, Melissa and Owen love to travel, eat good food, and stretch out in their adaptive yoga class. Related Episodes: Episodes #86-#97 make up the Transition Planning series which focus on creating the post secondary transition plan that goes in the IEP at the age of 14 or 16. Episode #70: Do This Not That: Lessons from a Self Advocate with Angela West Episode 25: Think College with Kate Weir ***Follow Kim on instagram @journey2lomah for an in depth and behind the scenes look at their journey***

31 MINOCT 8
Comments
#90-Teen to Adult Transition Lessons from a Self Advocate

3 Self Determination Strategies for Complex Communication Users

Individuals with disabilities have the right to make choices for themselves and for those choices to be honored, but what if it is hard for us to understand what those choices, likes, and dislikes are because of complex communication needs? How do we begin teaching and honoring self determination at a young age? This episodes explores 3 strategies: Verbal Referencing Separating what is important to the individual from what is important for the individual Reframing likes into social rolls Links to items mentioned in the show are athttps://www.lomah.org/podcastseason3/89 About the Guest: Erin Sheldon is mom to Maggie, a 16 year old with severe disabilities. Erin earned her master's degree studying how to support our students with complex needs in the regular classroom. She is CEO of Ontario's parent association for school inclusion (www.inclusionontario.ca). She also works for the assistive technology company, AssistiveWare. Erin has authored articles, book chapters, manuals, online professional learning modules, and more. Related Episodes: Transition Series - Episodes 86 - 97 Episode 77 : Your Body Your Boundaries Episode 50: Keeping AAC Person Centered Episode 49: Self Determination with Complex Communication Needs Episode 48: Augmentative and Alternative Communication ***Follow Kim on instagram @journey2lomah for an in depth and behind the scenes look at their journey***

55 MINOCT 1
Comments
3 Self Determination Strategies for Complex Communication Users

Using Assessments to Guide IEP Transition Goals

When we start considering the future for individuals with differing abilities, the assessment process is an important yet often omitted first step. Ongoing formal and informal assessments, specifically those identifying strengths and interests, should be the drivers of transition IEP goals. How can we encourage school districts to assess and what are the whens, hows, and whos of the process? Dr. Mary E. Morningstar is faculty in Special Education at Portland State University and Co-Director of the Career and Community Studies program, a fully inclusive transition to postsecondary education for youth with intellectual disability. She directs the Transition Coalition, a national center offering online, hybrid and in-person professional development and resources for secondary special educators and transition practitioners. Dr. Morningstar teaches us what transition assessment is, when and how is it happening, and who should be performing the assessments. She gives us counsel on how to prompt the district to initiate a wide range of assessments and tells us exactly what to say in the email we send requesting assessments. We will be learning 3 things to bring the IEP team that would be seen as supportive and helpful rather than demanding so we are operating as a team. We are going to learn about observational and situational assessments and why we want to use those and NOT anecdotal observations. Links to valuable resources mentioned in this episode can be found at https://www.lomah.org/podcastseason3/88 To follow Kim's journey with her daughter, find her on instagram as journey2lomah

47 MINSEP 24
Comments
Using Assessments to Guide IEP Transition Goals

Adult Transition Planning in the IEP - Does it Work?

Transition planning begins during the teen years and becomes part of the IEP between the ages of 14 - 16. Does the process work? Are we focusing on the right areas? Mary Susan McConnell, Ed.D, shares results and implications of her research which aimed to answer 3 key questions: 1) Actual Post Secondary IDEA Outcomes 2) Identifying the Most Significant Challenges Upon Leaving the System 3) Parental Input on the Effectiveness of Transition Teams and Suggestions for Improvement Find Mary Susan on her website, Facebook, and Instagram as Mary Susan McConnell. Find Mary Susan's podcast by searching Mama Bear Podcast. It is the show with the Grizzly Bear. Find Kim on Instagram as Journey2Lomah Related LOMAH Podcast Episodes: Episodes 86 - 97: Transition Planning Series Episode 69: Self Determination with Complex Communication Needs Episode 49: Person Centered Planning Episode 31: Transition Planning to Guide IEP Goals Episode 30: Legal Rights After 18 Episode 25: Think College Episodes 22 & 23: Housing - 4 Things to Start Doing Now with the Autism Housing Network Episode 21: The Family Home & ADU Housing Model Episode 18: Housing: 5 Takeaways

53 MINSEP 17
Comments
Adult Transition Planning in the IEP - Does it Work?

Transition Planning for Adulthood in the IEP

Transition planning sets the stage to get students where they want to be upon aging out of the school system. Depending on the state, transition planning becomes a part of the IEP by the age of 14 or 16. Some school districts take the transition planning process and knock it out of the ballpark. Some school districts barely meet minimum requirements. Regardless of your situation, the more you know, the better you can prepare and advocate for a successful transition into adulthood. The transition series will include episodes on what the research shows regarding transition, utilizing assessments to drive goals, preparing for special needs college programs, putting technology in the IEP as transition supports, self determination, and the roles of parents. Follow Kim on Instagram at journey2lomah for behind the scenes of the creation of her daughter's transition plan. Related Episodes Episode 69: Self Determination with Complex Communication Needs Episode 53: Is Technology the Caregiving Solution Episode 49: Person Centered Planning Episode 32: High School Time Crunch Episode 31: Transition Planning to Guide IEP Goals Episode 30: Legal Rights After 18 Episode 29: College of Adaptive Arts Episode 28: College and High School - A Student’s Perspective Episode 26&27: Transition Programs at UC Episode 25: Think College

19 MINSEP 10
Comments
Transition Planning for Adulthood in the IEP
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