Many teens with disabilities grow up hearing subtle messages about “work readiness.” Sometimes those messages come from schools, professionals, society, or even loving parents who are trying to protect them. Over time, these beliefs can turn into myths:“I have to be fully independent before I can work.”“I need perfect emotional regulation first.”“I have to tolerate full-time work before trying a job.”The problem is that these beliefs create barriers before the journey even begins.In reality, work readiness is not something a teen achieves before entering the workforce. Readiness develops through supported exposure, practice, problem-solving, and real-world experiences. Work itself helps build the very skills teens are waiting to “master” first.One of the most powerful strategies families can use is rewriting work myths into planning statements.Instead of: “My child cannot work because emotional regulation is difficult.”Try: “Because emotional regulation is difficult, we will look for quieter, slower-paced work environments with flexible breaks.”Instead of: “I cannot handle an eight-hour workday.”Try: “I will start with short volunteer opportunities that allow flexibility while I build stamina and confidence.”This small shift changes the focus from limitation to problem-solving.Planning statements help teens begin identifying supports, accommodations, environments, and strategies that fit their current stage of development. They also reinforce an important truth: growth happens through doing.For many teens with disabilities, launching into work is not about becoming instantly independent. It is about taking meaningful next steps. A few volunteer hours, a supported internship, helping at a family business, or practicing communication scripts are all valid parts of the work journey.When we stop asking, “Are they ready?” and start asking, “What support would help them move forward?” we create opportunities for confidence, identity, executive functioning, and long-term independence to grow.