December 5, 2013 Navigating the New Waters: Planning for Transition to Inclusive Post-Secondary Education Presentation by Sheryl Arno & Susanna Miller
Dec 24, 2015
December 5, 2013
Navigating the New Waters:Planning for Transition to Inclusive
Post-Secondary Education
Presentation by
Sheryl Arno & Susanna Miller
Happening in Georgia
• KSU Academy• Georgia Inclusive Post-secondary Education
Consortium– Implementation Grants
• Capacity Building
Behavior Barriers
As a group, we are going to take turns listing out what are perceived challenging behaviors that would interfere with inclusive post-secondary education settings.
Setting up for Success
• Student’s choice • Buy-in from families• Clear communication– Everyone on same page– Honesty around behaviors when completing
transition plan
Setting up for Success
• Clearly define expectations of college life• Understand age-appropriate behaviors– Boundaries– Time-management
• Knowing when student is just not college ready– Other options
Advice from Self-advocates
• Understand differences between high school and college experiences– Expectations of college students– Rights & responsibilities – College culture
• Know your resources on and off campus
Advice from Self-advocates
• Scheduling “down time” between classes instead of having one class right after another
• Having a designated “decompression place” on campus where the student can go for some alone time
• Avoiding loud areas, crowds, stimulating activities, or anxiety-provoking meetings at already stressful times
• Requesting (with documentation) a private room or an exemption from the freshman residency requirement
Source: Navigating College: a Handbook on Self-advocacy. The Autistic Self-advocacy Network
Transition Goals
• Education• Development of Employment• Community• Adult Living/Post School Options• Related Services• Daily Living
Transition Plans
• Address the needs of moving from high school to post-secondary education
• Focus highly on Community & Adult Living Skills section of transition plans
Community Skills
• Goal Example: – Joins _____ clubs/organizations per (week/month/semester)
• Activities:– Reviews list of club/organization possibilities– Selects __ club/organization(s) of interest base on sport or hobby
preference or career choice– Contact organizer– Attend at least two meetings
Community Skills
• Goal Example:– Joins ___ advocacy organizations
• Activities:– Conduct internet search to discover ___ appropriate advocacy
organization(s)– Attend agency fair and identify at least two organizations of
interest– Contact organizer– Attend at least two meetings
Adult Living Skills
• Goal Example:– Advocates for assistance appropriately by completing ___ activity(ies)
• Activities– Makes and keeps ___ appointment(s) with counselor to review course
schedule– Makes and keeps ___ appointment(s) with teacher(s) to review
academic accommodations/assess effectiveness per (week/month/semester)
– Make and keeps ___ appointment(s) with employer to discuss job accommodations.
Adult Living Skills
• Goal Example:– Demonstrates understanding of daily schedule, class routines, and
discourse by completing ___ activity(ies)
• Activities:– Follows schedule and arrives promptly to class ____% of the time– Follows ___ step class routine– Follows ___ rules of classroom discourse– Makes entry on electronic calendar/software to manage schedule
and assignments ___ times per (week/month/semester)
Ultimate Goal
Transformed behaviors lead to meaningful contributions to college
experience for EVERYONE!
CHOICE
• College is not for everyone• College doesn’t have to happen immediately
after secondary completion
ResourcesThink College
www.thinkcollege.net
Georgia Inclusive Post-secondary Education Consortiumwww.gaipsec.org
Center for Leadership in Disabilityhttp://publichealth.gsu.edu/678.html
Kennesaw State University Academy for Inclusive Learninghttp://www.kennesaw.edu/chhs/centers/aiae/