High School Transition Planning Experiences of Jeremy and Alex

1. Jeremy, 17, and Alex, 16, are brothers. Alex has Cerebral Palsy and uses either a wheelchair or walker and has unclear speech whereas Jeremy is typically functioning. Both attend high school, although Jeremy will be finishing in the next year and is currently exploring options for his next step. Jeremy has a part-time job at the local grocery store and is saving up to move out of the house soon. Alex and his parents are undecided how long he will stay in high school before graduating (he can stay until he is 22). Alex often expresses that he wants to get a job like Jeremy, however, he is not currently employed.
   Reflect on the high school transition planning experiences of Jeremy and Alex.
   1. What aspects of high school life are the same for Jeremy and Alex?
   2. What aspects of high school life are different for Jeremy and Alex?
   3. How does future planning look different for Jeremy and Alex?
   4. What factors do you think influence the next steps for Alex that might not influence Jeremy? Explain your answer.

As brothers, Jeremy and Alex share certain aspects of high school life, but due to Alex’s Cerebral Palsy, they also have distinct experiences and considerations when it comes to transition planning and future prospects.

Aspects of High School Life that are the Same for Jeremy and Alex:

1. School Environment: Both Jeremy and Alex attend the same high school, which means they experience similar academic settings, interactions with peers, and access to educational resources.
2. Social Dynamics: Despite Alex’s physical challenges, he likely still interacts with peers, teachers, and staff at school, albeit possibly with some accommodations or assistance. Both brothers have opportunities to socialize and participate in school events and activities.
3. Support Systems: Both Jeremy and Alex may have access to support services within the school, such as counselors, special education programs (if applicable), and accommodations to facilitate their learning and participation.

Aspects of High School Life that are Different for Jeremy and Alex:

1. Physical Accessibility: Alex faces physical challenges due to his Cerebral Palsy, requiring accommodations like a wheelchair or walker. Jeremy, on the other hand, likely doesn’t face these physical barriers.
2. Academic Challenges: While Jeremy may face typical academic challenges, Alex might require additional support due to his condition, including modified curriculum, assistive technology, or individualized instruction.
3. Transition Planning: Jeremy is actively considering his next steps post-high school, exploring options such as further education or full-time employment. In contrast, Alex’s transition planning might involve considerations around his disability, potential vocational training, and finding suitable employment opportunities that accommodate his needs.

Differences in Future Planning for Jeremy and Alex:

1. Employment Opportunities: Jeremy’s future planning may focus on career exploration, gaining work experience, and achieving financial independence. Alex’s future planning, on the other hand, may involve identifying suitable employment options that accommodate his disability, potentially requiring additional vocational training or support services.
2. Living Arrangements: Jeremy may be considering moving out of his parents’ house soon, whereas Alex’s living arrangements might be influenced by his disability and need for ongoing support and assistance.
3. Long-Term Support Needs: Alex’s future planning may also involve considerations around long-term support needs, such as healthcare, independent living assistance, and community resources that cater to individuals with disabilities.

Factors Influencing Alex’s Next Steps:

1. Disability-related Considerations: Alex’s disability significantly influences his next steps, including the types of jobs he can pursue, the accommodations he may require, and the support services he might need in various aspects of his life.
2. Family Support: The level of support and involvement from Alex’s family, particularly his parents, can heavily influence his transition planning and future decisions, as they may play a crucial role in advocating for his needs and helping him navigate various systems and resources.
3. Access to Resources: The availability of resources, such as vocational training programs, disability services, and job placement assistance, in Alex’s community can greatly impact his opportunities and prospects for employment and independent living.

In summary, while Jeremy and Alex share some common experiences in high school, their transition planning and future prospects are influenced by Alex’s Cerebral Palsy and the unique challenges and considerations it presents. Alex’s transition planning involves addressing his disability-related needs, identifying suitable employment options, and securing the necessary support services to facilitate his independence and well-being.