There is a shift occurring in the way we think about youth with disabilities and their futures. No longer directed into segregated facility based programs, today students with disabilities are dreaming of bright futures that include jobs. Employment goals are incorporated into Transition IEPs, but what is really involved in securing and retaining a job? Laura Owens, the executive director of APSE, the Network on Employment will provide an overview of options, policies and the strategies to support students with disabilities and their families prepare for employment.

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For some students with intellectual, developmental, and mental disabilities there is a move to gain legal guardianship over the individual when the young person reaches the age of majority. Other families are taking a less proactive stance and instead are engaging in an activity known as Supported Decision Making (SDM). "It is based on the principle that all individuals have a right to self-determination and respect for their autonomy, irrespective of disability." -Open Society Mental Health Initiative determination." - Open Society Mental Health Initiative

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Assistive Technology has become the greatest equalizer for people with disabilities in accessing pathways to community living, employment, post secondary education and more. For students with disabilities and families it may not be clear who has responsibility for selecting, managing, and financing assistive technologies. Once a student leaves the confines of the protections of IDEA mandated services what happens to their AT needs? For some students, the only thing preventing successful transition is Assistive Technology.

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Once known as vocational education, today's Career Technical Education programs are preparing students for 21st Century jobs. Green collar jobs will be an important part of the future workforce. Students with disabilities can find opportunities within Career Tech Ed. A recent report from the U.S. Chamber of Commerce finds that "jobs requiring middle and high levels of education and skills will continue to dominate Americas economy. These jobs require at least a high school education; more likely, though, they require some level of postsecondary education and/or training, resulting in a two- or four-year degree, an industry-recognized credential, a certification, or some other terminal indication of mastery."

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Artistic career endeavors might not be the most realistic dream for a youth with a disability. Performing arts are at the tip of the iceberg when it comes to the arts business world. The John F. Kennedy Center for the Performing Arts is a world leader in providing opportunities for young adults with disabilities. In an attempt to challenge industry leaders the Experiential Education Initiative (EEI) program was launched to develop inclusive opportunities in the arts. A young man with a disability discusses his experiences with the director of accessibility at the JFK Center for Performing Arts.

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The transition from high school to college is challenging for all students. However students with disabilities once protected and supported by IDEA policy may be unaware of the challenges facing them once they enter higher education. Parents also have a new role to play when students with disabilities enter college. Support for students with disabilities on the college campus looks different, feels different, and must be asked for by the student not the parent. College students with disabilities coming into a new level of awareness report the strategies, successes, and the ways that they've learned to navigate higher education. The new website http://www.going-to-college.org/. will be introduced.

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