Interactive virtual presentation covering concepts of collaborative support to equitably include neurodivergent learners in post-secondary transition presented by LACOE Transition Specialist, Education Specialist, and Administrator/Regional Center Counselor for individuals who are medically fragile.

Toolkit presented will begin with self-reflective practices. Our toolkit is designed to help students’ explore their funds of knowledge and individual experiences as a way to learn and/or adapt new concepts. This reflection can help students navigate and overcome societal/cultural stigmas around requesting support. Disability identity development supports the psychosocial readiness needed for successful transitions to post-secondary settings. This toolkit sets students up with a system for internal resource development they can use to guide their thoughts and actions along their self-determination journey in life.

The toolkit's first level of self-reflection promotes a robust, internal resource pool, which becomes the foundation for students to develop a second level, one of external resourcs. The next concept will help students to expand on their external resource development. Resources will include: evaluating and exploring available individualized academic supports; utilizing assistive technology and new learning strategies; and building community based tools developed to improve self-determination.

Finally, we will discuss the third level of the toolkit- idea of transferable skills, centered on improving post-secondary transition success. We want to show students, and their support system, why a strong emphasis on building advocacy strategies for all stakeholders, is the key to forming organic, long-lasting community bonds.