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Keeping It Real:
How to Get the Supports You Need for the Life You Want

Keeping It Real is a curriculum written to teach high school students with disabilities how to get, evaluate, and manage the supports they need. The curriculum is intended to help students have a better understanding of who they are, what they want to do as an adult, what supports will help them achieve their goals, and how to effectively advocate for those supports. 2005. 167 pages.

The companion Parents' Module was written to help parents have a better understanding of what their child needs to know to reach his/her adult goals. A Spanish version of the Parent's Module is also available. 2005. 42 pages.

The companion Teacher's Guide was developed to help teachers understand how the curriculum can be modified for different learning styles, abilities and interests. Connections to New Jersey's Core Curriculum Content Standards are included. 2006. 45 pages.

Keeping it Real is only available in PDF format. Hard copies of these products are no longer available.

Keeping It Real Curriculum files - English

  • Cover page and table of contents
  • Chapter 1: Introduction: gives a brief introduction to the curriculum.
  • Chapter 2: List of Activities in Each Chapter: gives a detailed list of the concepts and activities in each chapter. It is meant to be help students and teachers decide what activities are most relevant to an individual student.
  • Chapter 3: So what's all this talk about "transition?": gives an overview of transition, and why it is critically important that students be involved in planning for their life after high school.
  • Chapter 4: Understanding Myself: gives students some tools for knowing themselves better - their likes and dislikes, strengths and challenges, learning styles, and disabilities.
  • Chapter 5: Understanding Supports: 5 introduces students to different types of supports - natural, community, formal and assistive technology.
  • Chapter 6: Employment and Careers: gives students an opportunity to apply what they've learned about themselves and supports to Employment and Career goals.
  • Chapter 7: Post-secondary Education and Training: gives students an opportunity to apply what they've learned about themselves and supports to Post-secondary Education and Training goals.
  • Chapter 8: Living Arrangements: gives students an opportunity to apply what they've learned about themselves and supports to Living Arrangement goals.
  • Chapter 9: Recreation and Leisure: gives students an opportunity to apply what they've learned about themselves and supports to Recreation and Leisure goals.
  • Chapter 10: Moving Forward: gives students a chance to acknowledge and celebrate what they've learned.
  • Chapter 11: Resources: while not intended to be a comprehensive guide, Chapter 11 is included to give students a place to start as they look for supports that might be helpful to them.
  • Chapter 12: Worksheets: provides a number of different worksheets to help students break down the process of getting and evaluating their supports into more manageable steps.

Additional documents - English

  • Parents' Module: The Parents' Module is meant to give parents the information they need to help their children get the supports they need to reach their adult goals.
  • Teacher's Guide: The Teacher's Guide was developed to help teachers understand how the curriculum can be modified for different learning styles, abilities and interests. Links between the curriculum and the New Jersey 's Core Curriculum Content Standards are included, as well as a bibliography of related resources.
  • Budgeting Basics: This companion guide teaches students basic skills for managing their own money. It is only available as a PDF file for downloading and printing through this website.

Keeping It Real Curriculum files - Spanish

  • Cover page and table of contents
  • Chapter 1: Introduction: gives a brief introduction to the curriculum.
  • Chapter 2: List of Activities in Each Chapter: gives a detailed list of the concepts and activities in each chapter. It is meant to be help students and teachers decide what activities are most relevant to an individual student.
  • Chapter 3: So what's all this talk about "transition?": gives an overview of transition, and why it is critically important that students be involved in planning for their life after high school.
  • Chapter 4: Understanding Myself: gives students some tools for knowing themselves better - their likes and dislikes, strengths and challenges, learning styles, and disabilities.
  • Chapter 5: Understanding Supports: 5 introduces students to different types of supports - natural, community, formal and assistive technology.
  • Chapter 6: Employment and Careers: gives students an opportunity to apply what they've learned about themselves and supports to Employment and Career goals.
  • Chapter 7: Post-secondary Education and Training: gives students an opportunity to apply what they've learned about themselves and supports to Post-secondary Education and Training goals.
  • Chapter 8: Living Arrangements: gives students an opportunity to apply what they've learned about themselves and supports to Living Arrangement goals.
  • Chapter 9: Recreation and Leisure: gives students an opportunity to apply what they've learned about themselves and supports to Recreation and Leisure goals.
  • Chapter 10: Moving Forward: gives students a chance to acknowledge and celebrate what they've learned.
  • Chapter 11: Resources: while not intended to be a comprehensive guide, Chapter 11 is included to give students a place to start as they look for supports that might be helpful to them.
  • Chapter 12: Worksheets: provides a number of different worksheets to help students break down the process of getting and evaluating their supports into more manageable steps.

Additional documents - Spanish


 

 
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