CT CORE Transition Skills
Revised 1-13-16 CT Transition Task Force – January 2016
To the maximum extent possible, Each Student with a disability will be able to:
A. Explain his/her disability including individual strengths, needs, preferences and interests.
B. Utilize effective self-determination skills including areas such as: choice-making, problem-solving, goalsetting,
communication and self-advocacy.
C. Strengthen his/her self-esteem and social-emotional awareness by analyzing his/her strengths and
challenges in order to implement personal/vocational goals.
D. Assist with the development of his/her Individualized Education Program (IEP).
E. Attend, participate in and/or facilitate his/her Planning and Placement Team (PPT) meeting.
F. Demonstrate leadership skills to affect positive social change by guiding or directing others on a course
of action and/or influencing the opinion and behavior of others.
G. Describe his/her rights and responsibilities under disability legislation (e.g., IDEA, 504, ADA).
H. Demonstrate and accept responsibility for his/her independence and activities of daily living.
I. Demonstrate appropriate social interactions and skills to develop and maintain meaningful relationships.
J. Demonstrate skills to access appropriate physical and mental healthcare resources to meet his/her
K. Demonstrate skills to access community resources and participate in the community by establishing
L. Demonstrate skills to access appropriate postsecondary education, training, or lifelong learning
opportunities to meet his/her individual needs.
M. Demonstrate skills to access appropriate employment to meet his/her individual needs.
N. Identify and ask for accommodations necessary to ensure equal access and full participation in postschool
education and/or employment settings.
O. Demonstrate skills needed to access appropriate transportation (both public and private).
P. Demonstrate the