“Promoting Self-Advocacy” Program provides services for students with disabilities, including educating teachers, school personnel, and families of the transitional guidelines for these students. The program provides available resource manuals and technical assistance to help link students to the community after graduation.
 “Promoting Self-Advocacy” Program will focus on students with disabilities, including those with Individualized Education Programs (IEP) and/or those who are eligible under Section 504 of the Rehabilitation Act, during their years in transition from school to adult life (age 14 and older through high school graduation or exit) within Mercer and Hunterdon counties.
Since 2003, PCIL’s focus remains to develop the students’ self-advocacy and self-determination skills, which will enable the student to understand their wants and needs and to begin the process of appropriate decision-making skills. Along with these essential skills, we have found that many students lack social skills necessary to participate effectively in school into their adult lives; this reduces their chances for an increased standard of living. This is why the development of appropriate social skills is a crucial component of the “Promoting Self- Advocacy” Program. Not only will a student have more success obtaining employment with these crucial skills, but they also will have more success retaining employment.
We have found other factor among participants, many students do not understand their disability and how the disability affects them. They are not always aware of their strengths and weaknesses and the best strategies to adapt to their disability. For many who seek post-secondary education, not having a clear understanding of their disability may hinder their success. Some students are not aware of the proper guidelines when requesting accommodations and obtaining the support needed for academic achievement. We also encounter many students who at their senior year are still struggling to decide which path to take after graduation. With all students, we work on discovering their personal strengths and interests, which can assist them when investigating career choices. Along with this, we
introduce students to skills needed for successful employment from preparing for a job search to continuing successful employment.
THE PROGRAM 
PCIL encourages schools to allow for a 6-week period for each group of students so the Independent Living Transition Specialist (ILTS) can review the basic topics.
· Self Discovery (personal strength/traits)
· Explanation of self-advocacy/self-determination
· Disability Awareness and accommodations
· Accommodations in college and Division of Vocational Rehabilitation Services (DVRS)
· Employment skills
· Independent living skills/community awareness
The ILTS are very flexible and accommodating to the school and student’s needs and can conduct groups within a structured class, an after school program or by pulling students from various classes and meet in an available room. Affective groups usually contain no more than 15 students which permits the ILTS to become more familiar with the students and his/her needs. This program also allows for individual meetings with ILTS so specific information can be discussed
All topics are discussed in a variety of ways including group discussions, worksheets, hands-on activities, videos, etc. For schools that request the ILTS to provide services throughout the school year, the above topics are discussed in detail utilizing a variety of activities.
This project is made possible by a grant from NJ Division of Vocational Rehabilitative Services and NJ Department of Education.
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