B Include youth with disabilities in a sustained, meaningful manner in the career readiness and development process, beginning at an early age.
Suggested Strategies i Afford youth and young adults with disabilities opportunities to identify their strengths, explore interests and engage in valuable learning experiences prior to entering the workforce. People with disabilities are often sheltered from risk and not afforded the opportunity to explore career development opportunities and learning experiences. ii Allow for continuity of services past the age of majority, which may include the provision of needed accommodations and supports.
Use of Individual Learning Plans
iii Initiate the career readiness process at the start of formal education (i.e., kindergarten) to expose youth to learning opportunities at an early age and empower them to make informed career development choices tied to course selection and transition planning efforts.
Note: Whether states mandate the use of education and career development plans or encourage their use as a promising practice, there is a clear trend for launching the effort no later than the middle school level.
iv Begin the transition planning process for youth with disabilities at the earliest stages of education, ideally aligned with the age or grade-level at which the student begins the career readiness and development process. Note: Under IDEA, transition planning currently is required to begin no later than age 16.
No ILP in use States with mandated ILP use States with ILP in use, but no mandate
Individualized Learning Plans Across the U.S., U.S. Department of Labor’s Office of Disability Employment Policy (2013).
50 The Council of State Governments • National Conference of State Legislatures