Matches for Maya

Every resource is tagged with what it is, who it helps, why it matters, and how to use it — so families and educators aren't stuck guessing.

Service

CT BRS Pre-Employment Transition Services (Pre-ETS)

What it is: Connecticut's Bureau of Rehabilitation Services offers free pre-employment services for students with disabilities ages 14–21.
Who it helps: Any CT student with a disability who has not yet graduated.
Why it matters: Unlocks job coaches, paid summer work experiences, and travel-training funding before adult services start.
How to use it: Ask your case manager for a referral letter at the next PPT, then call your regional BRS office.

Source · Connecticut Bureau of Rehabilitation Services

Program

Connecticut Humane Society — Youth Volunteer Program

What it is: Structured volunteer program at CT Humane Society locations across the state.
Who it helps: Students interested in animal care, veterinary work, or shelter operations.
Why it matters: Real animal-care experience builds skills, references, and confidence around new adults.
How to use it: Family books an orientation visit; volunteer coordinator handles onboarding and weekly schedule.

Source · Connecticut Humane Society

Service

CT Transit Travel Training

What it is: Free 1:1 instruction in how to ride CT Transit buses safely and independently.
Who it helps: Students who want to ride public transit to school, work, or appointments.
Why it matters: Transportation independence unlocks every other postsecondary goal — work, college, social life.
How to use it: Request through your case manager or the school transition coordinator. Add as an IEP goal.

Source · CT Department of Transportation

Worksheet

Self-Advocacy Conversation Script

What it is: A one-page script for practicing how to introduce yourself and your accommodations to a new teacher or boss.
Who it helps: Any student who finds it hard to speak up about what they need from new adults.
Why it matters: Self-advocacy is the #1 predictor of successful postsecondary transition. It's a learnable skill.
How to use it: Practice the script at home, then use it with one new teacher each quarter. Reflect with your case manager.

Source · TransitionForward

Program

Think College — Inclusive Postsecondary Programs

What it is: National directory of college programs for students with intellectual and developmental disabilities.
Who it helps: Students who want a college experience with built-in academic and social supports.
Why it matters: College isn't only the traditional 4-year path. Inclusive programs build skills + community in a real campus.
How to use it: Search by state, filter by program type, and bring 2–3 options to your next PPT meeting.

Source · thinkcollege.net

Article

How to Read Your IEP — A Family Guide

What it is: A plain-English explainer for parents and students on how to read and respond to an IEP.
Who it helps: Families new to the IEP process or who want to come to PPT meetings prepared.
Why it matters: Families who understand the IEP shape the plan. Families who don't, accept what's offered.
How to use it: Read together as a family the week before a PPT. Highlight 3 questions to bring.

Source · TransitionForward

Service

CT DDS Eligibility — Apply Before 18

What it is: Connecticut Department of Developmental Services adult-eligibility application.
Who it helps: Students with intellectual or developmental disabilities who will need adult services after 21.
Why it matters: Missing the application window delays adult supports — sometimes by years.
How to use it: Start the application before age 18. Case manager or a family-advocacy nonprofit can help.

Source · CT Department of Developmental Services

Worksheet

Weekly Money Tracker — One-Page Sheet

What it is: A one-page sheet to track money in, money out, and one savings goal per week.
Who it helps: Students starting their first job, side hustle, or learning to use a debit card.
Why it matters: Real money skills are built from real money tracking, not a textbook unit.
How to use it: Print or use on phone. Review weekly with a family member or case manager for 8 weeks.

Source · TransitionForward

Worksheet

Job Shadow Prep Worksheet

What it is: A simple worksheet to plan a half-day job shadow: what to bring, what to ask, what to notice.
Who it helps: Any student trying out a career interest for the first time.
Why it matters: Job shadows go better when there's a plan. A great first shadow leads to a real internship.
How to use it: Fill out the day before the shadow. Reflect on it the same evening with a trusted adult.

Source · TransitionForward

Podcast

The Transition Podcast

What it is: Conversations with families and adults on the other side of the transition years.
Who it helps: Families who want to hear from others who've done this.
Why it matters: Hearing real stories normalizes the bumps and shows what's possible.
How to use it: Listen in the car together. Pick one episode that matches a current question.

Source · Open podcast platforms

Video

What to Expect at an IEP Meeting (Video)

What it is: Short video walking through a real IEP/PPT meeting from start to finish.
Who it helps: First-time families or students attending their first PPT.
Why it matters: Knowing what's coming reduces anxiety and helps families speak up.
How to use it: Watch the week before the PPT, then write down 2 questions you want to ask.

Source · TransitionForward channel

Article

Connecticut Technical High Schools — Tour Guide

What it is: Overview of CT's technical high schools and which programs serve which career clusters.
Who it helps: Students considering a hands-on technical path (auto, agriscience, culinary, IT, manufacturing).
Why it matters: A technical pathway can be a faster, cheaper, more aligned route to a real career.
How to use it: Read together; pick 2 schools to visit; reach out to the program coordinator before the tour.

Source · CT Technical Education and Career System

Walking with Maya · Step 5 of 6

Meeting Prep 30-Day Plan