Self-Advocacy is learning how to speak up for yourself, making your own decisions about your own life, learning how to get information so that you can understand things that are of interest to you, finding out who will support you in your journey, knowing your rights and responsibilities, problem-solving, listening and learning, reaching out to others when you need help and friendship, and learning about self-determination.

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March 31, 2016

Transition plans are based on the student's likes, interests, and aptitudes.  This plan is all about what the student wants to do and not based on the resources that are available to the students.  For teachers, parents, and students it can be frustrating to find options for students.  The Heart of Georgia Transition Alliance can help.  We are a group of experts in the field of transition and special education.  If you are having a difficult time finding the right transition activities to match the student's likes, interest, and aptitudes make a student referral to the Heart of Georgia Transition Alliance.  We will look over the information that you provide and give you feedback as to the services that might be available for the student.  


Beginning not later than the first IEP to be in effect when the student begins ninth grade or turns 16, or younger if determined appropriate by the IEP team and is updated annually thereafter. The IEP must include (1) appropriate measurable post-secondary goals based upon age-appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills, and (2) the transition services (including course of study) needed to assist the child in reaching those goals. Course of study should focus on instructional and educational classes and experiences that will assist the student to prepare for transition from secondary education to post-secondary life and a regular high school diploma. It should relate directly to the student’s post-secondary outcome goals and show how the planned course of study is linked to these goals. The course of study should be meaningful to the student’s future and motivate the student to reach successful post-school outcomes.


The HGTA Transition Assessment Toolbox Contains links and downloads of transition assessment and inventories.  

The HGTA works to bridge the information and services gap by encouraging agencies to work together and to share knowledge in order to raise the number of students with disabilities who graduate and who enter the workforce and influence this region to adopt, expand, and support programs and services which can be sustainable over time so that students with disabilities and their families can receive consistent transition programming and information from early on.  The community resource directory is designed so teachers, families, and individuals with disabilities can access the appropriate resources easily.  The map pinpoints locations of services for individuals with disabilities.  To include your information on the map of resources contact the HGTA at  

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