Independent Living Program - Florida's Center for Child Welfare

Work Related• career, trade or profession• integrated employment (alongsidenon-disabled colleagues)• vocational counseling• vocational rehabilitation• vocational training• self employment• supported employmentCommunity Integration Related• adult services• assistive technology• community participation (experiencessuch as attending church, taking publictransportation, using the library)• daily living skills• financial literacy• health care• housing• independent livingAll youth in state care are required by state lawto have a case plan that includes a descriptionof their needs and a description of how they aregoing to receive services to address their needs.Florida Statute §39.6012. As youth get older,the case plan must include “an educational andcareer path” component to help prepare them forindependent living. Florida Statute §409.1451.Students in special education are requiredby federal law to have Individual EducationPlans (IEPs) and, as adulthood approaches,educational transition IEPs as well.Young people with disabilities who are covered by theRehabilitation Act but not by IDEA sometimes don’tchoose to take advantage of all the planning thatschools, caseworkers, parents, surrogate parents orgovernment officials can provide for them. However,there are benefits in exhausting every opportunity.Creative planning can open the door to assistivetechnology, additional services or expert advice thatmay give a student much more freedom and personalpower in adult life.The IEP spells out the kind of education a studentneeds, along with the support services required toachieve it. Later plans – both transition and vocational— deal with the student’s goals and needs foradulthood.Begin Planning Early!Florida law requires that transition planning beginfor youth in state care at age 13 with the adoptionof an education or career plan. The Individualswith Disabilities Education Act (IDEA) requires thatschool-based transition planning begin at age 16.Youth with disabilities need caregivers, caseworkers,teachers and other supportive adults who understandhow they learn, how much theycan learn (often more thanteachers think), how they canprove what they’ve learnedand how they can use thatinformation as adults. They alsoneed adults who understandwhat skills the youth needs toacquire to live in the community.The earlier the transition teamunderstands a youth’s needs, thelikelier they are to be fulfilled.5Why Plan?Anything worksbetter if it is planned.Besides, it’s the lawThere are manyideas, servicesand technologiesfor people withdisabilities andplanning can putthem within reach.