You may want to contact Missouri’s Early Intervention system (First Steps). First Steps offers coordinated services and assistance to young children with special needs and their families. First Steps is designed for children, birth to 3, who have delayed development or diagnosed conditions associated with developmental disabilities.

First Steps is not coordinated through SSD. Click here for more information about the First Steps program and how to make a referral, or call 314.453.9203.

You may want to contact the Early Childhood department at your local school district to initiate screening programs. If the screening determines they are needed, your district will begin using intervention strategies to help your child, or your child may be referred to your local school district or Special School District for evaluation and possible referral to an SSD Early Childhood Special Education program. Please note that some local districts provide their own special education services. Those districts are listed below:

Clayton School District
314.845.6900

Ferguson-Florissant School District
314.506.9959

Hazelwood School District
314.953.4984

Kirkwood School District
314.213.6136

Mehlville School District
314.467.5300

Pattonville School District
314.213.8696

Rockwood School District
636.891.6214

University City School District
314.721.2965

Moving from Early Childhood Special Education (ECSE) to kindergarten is a big step and requires planning ahead to make the transition as smooth as possible.

The SSD Parent Education and Diversity Awareness program has put together a collection of early childhood resources you may find useful during this time.

Click here for some possible skills to consider for children in this age group.

If you suspect that your child has a disability that is affecting his/her access to education, you may might consider requesting that your child be evaluated for special education. Click here for detailed information about the evaluation process.

If the request for evaluation was accepted and your child has been found eligible for an educational category, an Individualized Education Program (IEP) will be developed.

HELPFUL HINT: The elementary years are ones of tremendous growth and change. Your child's educational needs are likely to change over time. During this period, it is especially important that you and your child's teacher establish and maintain open channels of communication. This is often achieved by using take-home folders, mail, email, phone calls and short conferences set at mutually agreeable times.You are encouraged to discuss the communication pathways that best fit the schedules and needs of the team at the IEP meeting.

In addition to academics, it is important for students to focus on self-determination that can help achieve better outcomes. Click here for suggestions on these and other skills to consider.

Moving from elementary to middle school is a big change for everyone! You may find the information in the Transition to Middle School section on this page helpful as you prepare your child for this transition.

Middle school may also present additional opportunities for consideration than found in elementary school - a different teacher for each subject, classrooms that may not be close to one another, lockers, combination locks, gym and shop classes, etc.

For students receiving services from SSD, the middle school experience might mean an increased need for communication between all the people involved in your child's education. Planning for transition to middle school should take place in the IEP prior to the student's entry into middle school.

If necessary, some strategies for preparing for the transition include scheduling time for the student to become acquainted with the the new school and layout, location of lockers, classrooms etc. Middle school is also the stage planning begins for the student’s transition into post secondary education, work or other appropriate settings. Goals related to transition may become part of the IEP process at this point and families, students and the school should begin to plan for them.

Just as with their peers without disabilities, students with disabilities need support and assistance with issues of sexuality, drugs and alcohol, peer pressure and peer acceptance, to name a few.. Programs to help parents with these issues are available through most local school districts and through SSD. The SSD Parent Education & Diversity Awareness program offers workshops and the Family and Community Resource Center library contains materials for checkout on these (and many other) subjects.

More tips and ideas related to skill development and focusing on self-determination can be found here.

REMEMBER: It is never too early to start planning for the future!

If you suspect that your child has a disability that is affecting his/her access to education, you may request that your child be evaluated by SSD. Click here for detailed information about the evaluation process.

Although it is unusual, a disability can remain undetected until the high school level. Some students, particularly those with learning disabilities, may have been able to compensate for learning deficits at the elementary grade levels and only begin to have trouble as the work becomes more difficult and more fragmented at the upper school level.

Though all school experiences to this point have been preparing students for life after graduation, high school is the time where concrete preparation and planning is at the center of conversations.

The State of Missouri has established minimum graduation requirements to earn a high school diploma. However, school districts have the flexibility to create standards that meet or exceed the minimum requirements.

Click here to find more information on the State of Missouri graduation requirements. You are encouraged to contact your school district to learn more about what is required to earn a high school diploma.

If your student will not be graduating with credits, but rather from IEP goals and objectives, the school district’s general education curriculum may be modified when needed to enable the student to achieve those goals. For more specific information about graduation, you are encouraged to contact your child’s school and IEP team.

Choosing, scheduling and registering for courses is a big part of the high school experience. Reaching out to the high school SSD area coordinator, school counselor and/or SSD case manager to discuss how to plan and prepare is an important consideration during this time.

Click here for more information on helping to prepare your student for transitioning to high school.

Extracurricular activities are an important aspect of the high school experience for most students. It is important to note that all activities should be open to students with disabilities if they qualify for the activity or can qualify with reasonable accommodations that do not substantially alter the activity for the rest of the individuals involved. Such accommodations may need to be written into the IEP and coaches and sponsors may need to be invited to the IEP conference to gain a better understanding of the student's strengths and needs. Click here for more information about participating in extracurricular activities.

Pre-college testing (PSAT & SAT, etc.) may be subject to particular rules concerning the accommodations and modifications that may be provided in the testing situation for students with disabilities.

• All colleges accepting federal monies are required to allow or provide accommodations and modifications for students with disabilities. Contact the prospective college/university to discuss what types of accommodations and on-campus resources are available.
• Technical education is available through SSD and the partner district high schools. Programs can be customized for the student's needs and time requirements. Students may attend their local high school for a half day and receive their technical training at a Special School District site, or they may attend one of SSD’s two vocational schools full time. Transportation is provided for these programs.
• SSD provides transitional and on-the-job training for students entering the workforce after graduation.Transportation is provided for transition programs. For more information, you are encouraged to speak with your student’s case manager or transition staff.

Investigate summer/break volunteer opportunities. Non-profit organizations, day camps and hospitals are great places to look for opportunities for your student to volunteer. In some cases a family member or other non-professional may need to “job coach” the young adult to begin with or for the entire time. For more ideas, see:

• United Way – Youth, Teens and Families
• St. Louis ARC
  
  

Look into summer work experience beginning at age 16. Most summer jobs expect the applicant to have basic job skills. Some offer job skill training. Here are several resources:

• Summer Work Experience Program (SWEP) – contact your child’s SSD teacher
• St. Louis Agency on Training & Employment – 314.589.8000

Option 1: After graduation with diploma

Students can meet graduation requirements by completing IEP goals or by achieving the required graduation credits from the high school.

Work (with or without support from the Vocational Rehabilitation/Rehabilitation Services for the Blind)

College/Technical School (with or without support from the Vocational Rehabilitation/Rehabilitation Services for the Blind)

After graduation with a diploma, the student is no longer eligible for services under the Individuals with Disabilities Education Act (IDEA), but may have some rights under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. Some students may attend graduation exercises at their high school, but their diploma is deferred until they complete the Vocational Skills Program, as determined by the IEP committee.

Option 2:

The student may still need to meet IEP transition goals or enroll in courses to complete requirements for graduation. This is an IEP decision and may occur until age 21.

After four years of high school, students may remain in school until age 21 if they have not graduated with a diploma. The student with a disability who begins the school year at age 20 may finish the school year even though he or she turns 21 during that school year.

Before graduation, these additional programs are available that may meet the student’s transition needs:

• Vocational Skills Program (VSP)
  Transition from school to adult life must be addressed in the Individualized Education Program (IEP) beginning at age 16, and earlier if appropriate.
  
  Often, students are prepared at the time of graduation from high school to meet their post-secondary goals for employment, education and independent living. However, when a student has attended four years of high school and still has transition needs related to employment in order to successfully meet post-secondary goals, then he or she may be considered through the IEP process for the Vocational Skills Program.
  
  The mission of the Vocational Skills Program is to provide a continuum of supports and services to students and families to assist the students in gaining skills needed to achieve realistic and meaningful post-secondary goals. Vocational Skills Program services are provided at one of the many community-based classrooms/work sites that are located within three zones. If interested, you will need to contact your case manager.
  
  To assist the leadership team with assigning Vocational Skills Program services, parents are asked to complete and return a Parent/Student Survey to the case manager before or at the time of the IEP meeting. Transportation to the Vocational Skills Program site is provided by SSD.
  
  
• Community-Based Vocational Instruction (CBVI)
  Community-Based Vocational Instruction is designed to help high school students learn work behaviors in a real-work environment.
  
  Students who have post-secondary goals for employment who need to learn appropriate work behaviors in a real-life setting and will need supported employment are eligible for this program.
  
  Worksites are developed close to the high school. Transportation to the worksite is provided by SSD or Metro and students are accompanied by a teacher and teacher assistant.
  
  Students may spend anywhere from one to five days per week at the worksite for a specified amount of time. Teachers record student progress on work skills and appropriate behaviors or soft skills that are needed in order to be successful in meeting post-secondary goals for employment. SSD currently has CBVI programs in more than 100 local businesses.

Click here for information about obtaining student records.

In the state of Missouri, when your child turns 18 years of age, he or she will have the legal right to make certain decisions for themselves that all adults can make. Click here for tips and suggestions to help prepare you and your child for the transfer of rights.

Note: If your child is still a dependent under Internal Revenue Service rules (living at home and supported by you), you still have the right to receive copies of any notices given to your child, to attend IEP meetings, and to access your child’s educational records.

Supported decision making encourages self-determination and autonomy. It also helps develop independence.

All of us need support from time to time to help us make decisions. Seeking advice from friends and colleagues from where to take your car for service to buying a new house or gathering recommendations for a health care provider are all examples of supported decision making.

As your child reaches adulthood, you may worry that he or she may not be ready to make those kind of decisions by themselves. A trusted network of friends, family and other supporters can help your child make these decisions while still honoring their personal values. In addition, there are tools and resources available that can be used to aid in choice making such as phone apps, parameters set on bank accounts, email alerts, etc.

• National Resource Center for Supported Decision Making
• Missouri Developmental Disabilities Council – Resources on Supported Decision Making

There are a lot of reasons why individuals with developmental disabilities, their families, and key supporters might be considering their guardianship options and alternatives for decision making support and/or protection. For example:

• You have a child with a developmental disability close to the age of 18.
• You have been told by an educator, service provider, or other professional that you need guardianship to maintain your rights to provide support and/or protection for someone you care about.
• Someone is pressuring you to file for guardianship.
• You or someone you know is, or is at risk for being, taken advantage of by others.
• You have fears and concerns in relation to your current guardianship status.
• You currently have a guardian, but don’t think you need one, or you don’t agree with the decisions they are making for you.
• The individual you are concerned about currently needs protection or assistance.
• You are seeking information about guardianship because someone you care for or someone you work with is experiencing a difficult time.
  
  

Before pursuing guardianship, it is important that you consider whether guardianship will achieve the outcome you desire. Guardianship is not a quick fix, it is a legal action that limits or denies a person the right to make their own decisions. It is important to consider the individual’s needs for support and/or protection and then ask, “How will having a guardian address each specific need?”

Resources:

• MO Guardianship: Understanding Your Options and Alternatives
• Durable Power of Attorney
• Durable Power of Attorney for Health Care
• Living Will
• Living Trust
• Special Needs Trust
• Missouri Guardianship Law (SB 806)

SSD Resources:

• SSD Parent Workshops - offerings related to transition each fall and spring. Newsletter is released in August and January with workshop details and dates. Free of charge and open to the public.
• SSD Transition Guidebook
• Supports for the College-Bound Student - information for students and families to help navigate the transition from high school to college.
• Supports for Employment - information for students and families to aid in transition from high school to adult employment.

Self-Determination:

• I'm Determined - website focusing on self-determination and self-advocacy
• Raising the Self-Determined Child - tips for parents to help foster self-determination from early childhood through the teen years.
• 10 Steps to Independence: Promoting Self-Determination in the Home
• Fostering Self-Determination Among Children and Youth with Disabilities: Ideas for Parents from Parents
  
  

Transition Planning:

• Pacer Center: Middle and High School Transition Planning
• Charting the Life Course - The Charting the LifeCourse Framework was created by families to help individuals and families of all abilities and all ages develop a vision for a good life, think about what they need to know and do, identify how to find or develop supports, and discover what it takes to live the lives they want to live.
• Parent Center Hub: Getting Ready for When Your Teen Reaches the Age of Majority: A Parent’s Guide
• Missouri Bar Association: Turning 18 - An introduction to the rights and responsibilities of an adult citizen in the United States. 

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