WASILC Youth & Young Adult Transition Survey for Allies 2020

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* 1. Please choose your main role in answering these questions.

Parent/Family Member

Educator

Service Provider

State Agency Representative

Not Listed (please specify)

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* 2. Do you have a disability yourself? If yes:
Disability Type (check all that apply)

Physical/Mobility

Sensory

Learning

Psychological

Chronic Medical/Health

Not Listed (please specify)

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* 3. Do you have work/engage with a particular group or subset of people with a specific disability? If yes:
Disability Type (check all that apply)

Physical/Mobility

Sensory

Learning

Psychological

Chronically Medical/Health

Not Listed (please specify)

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* 4. Gender: (select all that apply)

Male

Female

Transgender

Non-binary/Third gender

Prefer not to disclose

Additional/Prefer to self-describe

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* 5. What's your age?

Under 18 years old

18-24 years old

25-34 years old

35-44 years old

45-54 years old

54 years and older

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* 6. Ethnicity: (check all that apply)

American Indian or Alaska Native

Asian

Black or African American

Hispanic or Latino

Native Hawaiian or other Pacific Islander

White

Not Listed (please specify)

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* 7. County of residence (check all that apply)

Adams County

Asotin County

Benton County

Chelan County

Clallam County

Clark County

Columbia County

Cowlitz County

Douglas County

Ferry County

Franklin County

Garfield County

Grant County

Grays Harbor County

Island County

Jefferson County

King County

Kitsap County

Kittitas County

Klickitat County

Lewis County

Lincoln County

Mason County

Okanogan County

Pacific County

Pend Oreille County

Pierce County

San Juan County

Skagit County

Skamania County

Snohomish County

Spokane County

Stevens County

Thurston County

Wahkiakum County

Walla Walla County

Whatcom County

Whitman County

Yakima County

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* 8. Are you currently engaged with an educational institution (high school, college/university, trade school, vocational school, etc):

Yes

If so, school name/district (leave blank if not applicable).

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* 9. Highest educational attainment:

9th grade

10th grade

11th grade

12th grade

GED

1-2 years of post-secondary education (community college, university, etc.)

3-4 years of post-secondary education (community college, university, etc.)

1-2 years trade or vocational school

2-4 years trade or vocational school

Graduate Degree or higher

Other (please specify)

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* 10. How prepared do you feel the youth you work/engage with are in regards to transitioning out of K-12+?

1 - Not Prepared At All

3 - Somewhat Prepared

5 - Completely Prepared

1 - Not Prepared At All

3 - Somewhat Prepared

5 - Completely Prepared

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* 11. How much information have they received about accomplishing this?

None (They have no idea how to accomplish this transition)

A little (They have a vague idea on how to accomplish this, but no defined steps)

Some (They have some of the steps laid out, but are a little fuzzy on the specifics)

A good amount (They have clearly defined steps, and are fairly certain how to move from one to the next)

They’ve got everything they need to know (They have all the steps laid out and know how to go about transitioning from K-12+)

Not applicable

Other (please specify)

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* 12. Where did they get their information from, or if your answer above was none, who would you direct them to for more information? (check all that apply)

Parent or Family Members

Teacher (Special Ed or otherwise)

Local Community (CIL, place of worship/religious community, school organization, etc)

Digital Community (social media, internet forums)

Counselor

Family Friend

Peers

Google

No one, I have no idea who to ask or where to look

Other (please specify)

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* 13. What barriers do you see youth experiencing currently? (Check all the apply)

None, they have all the supports they need

Lack of physical accessibility (in school, home, or work environment)

Lack of social accessibility (attitudes and general social inclusion with peers and colleagues)

Lack of accommodations (in school or work environment)

Lack of self-advocacy skills

Lack of support from peers and supervisors or educators

Lack of organizational supports such as DVR, DDA, etc.

Lack of fiscal resources

Other (please specify)

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* 14. What barriers do you anticipate youth experiencing in transitioning from K-12+? (Check all the apply)

None, I don’t anticipate experiencing any disability specific barriers

Lack of physical accessibility (in school, home, or work environment)

Lack of social accessibility (attitudes and general social inclusion with peers and colleagues)

Lack of accommodations (in school or work environment)

Lack of self-advocacy skills

Lack of support from peers and supervisors or educators

Lack of organizational supports such as DVR, DDA, etc.

Lack of fiscal resources

Other (please specify)

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* 15. How important are the following skills for students with disabilities to support the transition from school to post-school life?

	Less important	Neutral	Important	Very Important
Access to assistive technology and related training.	Access to assistive technology and related training. Less important	Access to assistive technology and related training. Neutral	Access to assistive technology and related training. Important	Access to assistive technology and related training. Very Important
Assistance with initiating a referral for assessment/referral.	Assistance with initiating a referral for assessment/referral. Less important	Assistance with initiating a referral for assessment/referral. Neutral	Assistance with initiating a referral for assessment/referral. Important	Assistance with initiating a referral for assessment/referral. Very Important
Benefits planning support before transition from the school system.	Benefits planning support before transition from the school system. Less important	Benefits planning support before transition from the school system. Neutral	Benefits planning support before transition from the school system. Important	Benefits planning support before transition from the school system. Very Important
Participation in a person-centered planning process.	Participation in a person-centered planning process. Less important	Participation in a person-centered planning process. Neutral	Participation in a person-centered planning process. Important	Participation in a person-centered planning process. Very Important
Personal/community/sexual safety training/skills.	Personal/community/sexual safety training/skills. Less important	Personal/community/sexual safety training/skills. Neutral	Personal/community/sexual safety training/skills. Important	Personal/community/sexual safety training/skills. Very Important
Pre-employment training/skills.	Pre-employment training/skills. Less important	Pre-employment training/skills. Neutral	Pre-employment training/skills. Important	Pre-employment training/skills. Very Important
Public transportation training.	Public transportation training. Less important	Public transportation training. Neutral	Public transportation training. Important	Public transportation training. Very Important
Self-advocacy skills for students to communicate disability, access community resources, and to request necessary accommodations and modifications.	Self-advocacy skills for students to communicate disability, access community resources, and to request necessary accommodations and modifications. Less important	Self-advocacy skills for students to communicate disability, access community resources, and to request necessary accommodations and modifications. Neutral	Self-advocacy skills for students to communicate disability, access community resources, and to request necessary accommodations and modifications. Important	Self-advocacy skills for students to communicate disability, access community resources, and to request necessary accommodations and modifications. Very Important
Job exploration, job shadowing/training, and competitive employment.	Job exploration, job shadowing/training, and competitive employment. Less important	Job exploration, job shadowing/training, and competitive employment. Neutral	Job exploration, job shadowing/training, and competitive employment. Important	Job exploration, job shadowing/training, and competitive employment. Very Important

Other (please specify)

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* 1. Please choose your main role in answering these questions.

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* 2. Do you have a disability yourself? If yes: Disability Type (check all that apply)

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* 3. Do you have work/engage with a particular group or subset of people with a specific disability? If yes: Disability Type (check all that apply)

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* 4. Gender: (select all that apply)

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* 5. What's your age?

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* 6. Ethnicity: (check all that apply)

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* 7. County of residence (check all that apply)

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* 8. Are you currently engaged with an educational institution (high school, college/university, trade school, vocational school, etc):

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* 9. Highest educational attainment:

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* 10. How prepared do you feel the youth you work/engage with are in regards to transitioning out of K-12+?

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* 11. How much information have they received about accomplishing this?

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* 12. Where did they get their information from, or if your answer above was none, who would you direct them to for more information? (check all that apply)

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* 13. What barriers do you see youth experiencing currently? (Check all the apply)

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* 14. What barriers do you anticipate youth experiencing in transitioning from K-12+? (Check all the apply)

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* 15. How important are the following skills for students with disabilities to support the transition from school to post-school life?

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* 16. Is there anything else you want us to know?

* 2. Do you have a disability yourself? If yes:
Disability Type (check all that apply)

* 3. Do you have work/engage with a particular group or subset of people with a specific disability? If yes:
Disability Type (check all that apply)