Expect, Empower, Engage Resource Database

Belonging is experienced when students are present, invited, welcomed, known, accepted, involved, supported, heard, befriended, and needed. This resource provides reflection questions to assist practitioners as they reflect on these ten dimensions of belonging.

In this presentation, practitioners will learn about how Charting the LifeCourse, a valuable person-centered planning tool, can enhance a student's transition plan in school and help improve post-secondary outcomes through increased knowledge, advocacy, communication, and focus on what supports and services a student needs to reach their life goals after high school.

In this presentation from the 2023 OSEP Leadership and Project Directors’ Conference, presenters provide an example of a student’s use of the tool, share how the tool has been adapted to be accessible for students with higher needs, share feedback they have received from families, and discuss the next steps as they continue to do outreach with families and professionals.

This guide provides tools and reflection questions for families and youth as they begin and continue to engage in the transition process. Reflection questions in this tool are categorized into six domains and six life stages ranging from infancy to adulthood and aging. 

This policy overview of the IEP process provides recommendations for families to partner with their schools to support their children through the transition process, including strategizing around transition planning

This guide provides a policy overview of Vocational Rehabilitation (VR) services, and highlights eligibility requirements as mandated by IDEA and WIOA to participate in VR services. 

These six guides and accompanying videos provide families and educators of students with disabilities with policy-informed information about facilitation, mediation, written state complaints, due process complaints, resolution meetings, and expedited due process complaints.

This video follows the stories of several parents and self-advocates as they address questions and concerns about supporting youth with disabilities as they engage in the transition to adulthood.