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* 1. Who do you best represent?

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* 2. Do youth and young adults with chronic health conditions or disabilities need an Indiana transition resource to help with transition issues?

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* 3. How important are transition resources for these ages of youth with special health needs?

  Very Important Important Not Important
Middle School
High School
Post High School

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* 4. Would it be better to have a separate resource for each age group or a single progressive resource?

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* 5. How important is to include a timeline that gears specific activities to specific ages?

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* 6. Rank formats for possible delivery of an Indiana transition resource. Give each format a score, using each numbr once from the rank of 1-5.

  Most valuable and likely to be used Next most valuable and likely to be used Third most valuable and likely to be used Fourth and less valuable or likely to be used Least valuable or likely to be used
Workbook
Website
Videos (online/DVD)
Podcasts (online/CD)

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* 7. Rate how important it is to include each of these transition topics in a resource

  Very Important Important Not Important
Community participation - Clubs, organizations, activities
Decision-making - skills in decision making, self-advocacy, other options like guardianship
Education after high school - higher education accommodations, community education programs
Employment - Supported employment, accommodations at work
Family and friends - Caregivers, interdependence with family, friends
Health care - Working with the health care system, managing your treatment plan, insurance
Healthy habits - Healthy eating, physical activity, sleep, managing stress and puberty
Independent living - Safety and chores at home, supported living, personal care attendants
Transportation

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* 8. What is the ideal length of a transition workbook (remembering that the more topics you choose the longer it will be)?

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* 9. Should a transition resource be all in one book or file, or should it be divided into smaller books on separate topics (e.g. health, education/employment, independent living, and socialization/recreation)?

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* 10. Should a transition resource be designed for youth, parents/caregivers, or both?

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* 11. Would it be better to have one resource for everyone or different books for each type of disability (e.g. intellectual disabilities, physical disabilities, and chronic conditions)?

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* 12. If you circled "separate books," how should we name each book/resource to address specific audiences?

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* 13. If you circled "one book" across conditions or disabilities, what is the appropriate target literacy level?

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* 14. If you circled "one book," should it include a mix of activities that address different comprehension levels, like some easy games and graphics with also harder reflective questions in the same book or keep one literacy level format?

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* 15. What types of activities would be most interesting to youth and young adults?

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* 16. Should the workbook include statewide contact information for resources with or without additional local county/city resources?

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* 17. Should there be a list of resources with phone/email/website, or should the list include brief explanations on how to access/use?

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* 18. Is it important for a workbook to be designed with potential to insert information on specific conditions by different organizations or regions of the state, e.g. diabetes, spina bifida, northwest vs. central Indiana?

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* 19. Other things we should consider while designing a statewide transition resource(s)

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