Summer Transition Scholarship

My life's journey is aspiring to further my education to become a Licensed Professional Counselor (LPC) as well as acquiring the credentials for Certified Rehabilitation Counselor (CRC). Upon achieving a master’s degree in Rehabilitation Counseling, I plan to apply my skills in a rehabilitation setting focusing on individuals with disabilities. My goal is to make an impact in the lives of many families and to empower these individuals to strive to their fullest potential. Furthermore, I find it gratifying helping individuals reach their goals and most importantly their dreams. I am currently working with the community and volunteering with the Autism Services Clinic at the University of Texas Rio Grande Valley (UTRGV). Assisting children with special needs has been an exceptional

provide the appropriate transition service to all students with disabilities; applying numerous and challenging programs and strategies. “Students learn to manage their time and money, network with professionals, and prioritize work and school assignments”. Besides, the executive director state that these training motivate and prepare students to insert into society, learning a trade and receiving a salary for their efforts; understanding the meaning of the work, developing social skills, adopting appropriate behaviors, and adequate work’s habits (Virtual Job Shadow, 2016).

There are many reasons as to why the Trailblazer Collegiate Academy Scholarship is necessary for my education. Simply put, my mom’s income isn’t enough to support us financially and pay for my tuition. I have a part time job to cover some of my expenses like my dual-credit but I don’t make enough to pay my school bills and save for my future. With this scholarship, I will be able to put back funds for when I graduate high school, get my bachelor’s degree, and later, my law degree.

Throughout my life as a child and teenager, I was told by my parents that they worked really hard to get to the safe town and community that we lived in. Growing up in Pacific Grove, California gave me lots opportunities that I didn’t even know I obtained. Unless it had happened to me personally, I didn’t really understand the full picture of what others had to go through. Having dyslexia, the only subject I felt I really excelled in was art. After high school, I still had no idea what I wanted to do for a career or even a major. Monterey Peninsula College has boosted my confidence by showing me that I can be and do much more. Two years ago I would never have guessed that I would be applying to the University of Washington.

When students with learning disabilities decided to go to College, high school teachers and administators are excited and ready to help that student transtition to College. Why don’t Colleges help with the transition? At TMCC they do their best to help, but at other Colleges they don’t. Three ways Colleges can help include making sure students understand their right, testing students knowledge in knowing their academic strengths and ask students who took a Collge course to expalin how they felt about it.

Still, to this day, dyslexia presents challenges because I read slowly and sometimes mix up words and letter order. I don’t like to read because it’s frustrating, but I do it because I enjoy acquiring new knowledge and so I can make something of myself. In spite of dyslexia, I’ve excelled in high school, while participating in a rigorous academic program. It has taught me perseverance which will help me reach my goals. Instead of staying up late at night thinking about the existence of dog, I contemplate making a positive impact on

Six years ago, my life was changed forever. It was the summer leading into the sixth grade, and my mom asked me if I would like to help at a summer camp for special needs people. Honestly, I knew that I would be working at this camp no matter what my answer might have been. As I anticipated the first day of the week long event, I grew anxious; I was frightened by the unknown. Even though I've lived with someone with disabilities my whole life, my ten year old mind had no clue what the campers themselves be like. Despite my fears, this short five day week was one I would never forget.

A majority of people do not think about the transitioning from high school to real world for students with a disability. This article was a great read for people who need a better understanding of the transitioning especially students with high standards that are included in the general education setting for the entire day. The article explained the Triangulated Gap Analysis Tool (TGAP), which is designed to assist educators, students, and IEP teams to identify and create annual goals that address the gap in skills, including nonacademic skills, needed to prepare students for postsecondary education, training, employment, and independent living.

In addition to working as a Residential Direct Support Professional, I am a senior at Queens College, majoring in Psychology. Currently exploring new opportunities, my objective is to further my career in an organization that offers the opportunity to assist those with developmental disadvantages. My desire is to bring about a difference in someone’s life, to aid and support them in their decision-making and daily life skills, and to facilitate changes in the community on their behalf so they can live meaningful lives.

While sparse, there are colleges and universities that are skilled at providing accommodations for students with ASD. Unfortunately, students with ASD have decreased graduation and employment rates, and they are more likely to develop mental health disorders during their college years when compared with other students with disabilities (Hees, Moyson, & Roeyers, 2015). Challenges the students with ASD will face in college include organizational and time management difficulties, lacking self-advocacy skills, sensory overload, and problems meeting academic demands (Hees, Moyson, & Roeyers, 2015). It is important for a primary care provider to provide anticipatory guidance to the adolescent and their family of what to expect of postsecondary school if that is what they choose for the next step.

In the peer-reviewed article Successful Transition of Students with Disabilities to 21st-Century College and Careers, the authors start by discussing the cases of a high school special education teacher named Ms. Hitchcock. At Ms. Hitchcock high school, they have been working on new ways to help their students transition from high school to adult activities such as post-secondary schooling, independent living, and maintain a job. A new transition process has shown to cover a broad range of skills that are more non-academic than academic, something that many students struggle with. With this new system of nonacademic skills, Ms. Hitchcock has noticed that two of her students, Damien and Jasmine, would benefit from these new findings (Gothberg,

By the age of thirteen I probably should have been able to spell words correctly, but spelling was a luxury I did not have. Spelling is an extremely hard activity for someone who has dyslexia and, unfortunately, I was one of those people diagnosed with dyslexia. I decided that I was not going to let my minor complication get in the way of my goal of becoming a decent writing scholar. Over time, I figured out a few methods to help me cope

In the past few months I have grown quite interested in attending MSU after high school graduation and I believe this program is a great way to learn about both MSU and the college experience. I never have been able to go on a college trip so I want to be able to take full advantage of this amazing opportunity. The Summer High School Scholar Program is the best way to learn as much as I can about the college of my dreams.

Due to the lack of the ability to read, spell, and process information noramly dyslexics are, by nature, constantly overcompensating. This overcompensation can be directed in varis ways. Once I become disciplined enough to direct this overcompensation towards success I found myself viewing my dyslexia as a positive aspect of my life. School is and will always be three times harder for me as an individual because of dyslexia, but because of dyslexia I have already learned how to work three times harder than most to reach my goals. This is a lesson that will aid me tremendously throughout my future. I truly believe that I am more driven and goal orientated because I have learnt how to manage my dyslexia in a positive manner. Dyslexia is my motivation

The mission of Transitions is to prepare teens and young adults with Autism and Learning Differences for college, career, and life. The program collaborates with Fulton-Montgomery Community College, Lexington – The Fulton County chapter of NYSARC, MAYO Clinic, Paul Nigra Center for Creative Arts, Sage College, Savannah College of Art and Design, UCLA Peers Clinic, University of Washington, and Virginia Commonwealth University (Transitions, 2016). A combination of these partnerships is what makes the program what it is known as today. These programs and organizations have assisted to build the core curriculum, provide educational opportunities for apprentices, provide staff recruitment, access to visual and performing art events, and the sensory friendly activities and design of the building. Through the partnerships of these organizations is how the program is a successful as it has become in the short three years it has been active.