The Basics 1. What is Transition 2. Why it is important 3. Where would I see transition 4. Strengths, interests, & preferences 5. Expectations 6. Transition Assessments 7. Living, Learning, & working 8. Future Planning 9. Curriculum 10. Outside Agencies 11. Post Secondary Plan 12. Next step programs TRANSITION PLANNING RANDY DOHMEN Learning Resource Center 3550 Mills Civic Parkway West Des Moines, IA, 50265 Phone#: (515) 633- 5000 Fax#: (515) 633-5124 www.wdmcs.org
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The Basics 1. What is Transition 2. Why it is important 3. Where would I see transition 4. Strengths, interests, & preferences 5. Expectations 6. Transition.
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Transcript
The Basics
1 . W h a t i s Tr a n s i t i o n2 . W h y i t i s i m p o r ta n t 3 . W h e re w o u l d I s e e t r a n s i t i o n4 . S t re n g t h s , i n t e re s t s , & p re f e re n c e s 5 . E x p e c t a t i o n s6 . Tr a n s i t i o n A s s e s s m e n t s7 . L i v i n g , Le a rn i n g , & w o r k i n g8 . Fu tu re P l a n n i n g9 . C u r r i c u l u m1 0 . O u t s i d e A g e n c i e s1 1 . Po s t S e c o n d a r y P l a n1 2 . N ex t s t e p p ro g r a m s
TRANSITION PLANNING
RANDY DOHMEN
Learning Resource Center 3550 Mills Civic Parkway West Des Moines, IA, 50265 Phone#: (515) 633-5000 Fax#: (515) 633-5124 www.wdmcs.org
Transition was included in IDEA because the fi rst special education students to exit high school were successful in achieving positive post-school adult outcomes such as living on their own, having a well-paying job, and attending post-secondary education in record numbers.
Correct answer is: FALSEBeginning in the mid-1980’s, the U.S. Department of
Education recognized that the fi rst group of students who had been all the way through special education were leaving school and unsuccessful in adult life. Unemployment, lack of enrollment in post-secondary education, continued dependence on parents, social isolation, and lack of involvement in community-based activities were found among young adults with disabilities.
QUIZ
TRUE FALSE
Many curricula and programs do not support students with disabilities in developing essential adult-life skills.
Correct answer is: TRUEPost-school outcome research indicates that the
current special education curriculum, instruction, and planning are not meeting students’ needs. The National Longitudinal Transition Study -2 has reported that while outcome for many youth with disabilities is improving, they often do not learn or use the skills in their school programs that they need to achieve productivity, empowerment, and independence.
QUIZ
TRUE FALSE
Students with disabilities transitioning from school to adult life are not often supported by eff ective interagency collaboration.
Correct answer is: TRUE Limited levels of service coordination and collaboration
among schools and community service agencies have created diffi culties for students with disabilities in achieving positive post-school results. In many circumstances, students with disabilities leave school without appropriate community supports necessary to achieve successful adult outcomes. Many students remained at home with nothing to do because they were on long waiting lists for adult services.
QUIZ
TRUE FALSE
Students with disabilities are more likely to remain in school and graduate from high school than their peers without disabilities.
Correct answer is: FALSE Dropping out of school is one of the most serious problems
facing special education programs across the country. Almost ¼ of all youth with disabilities exit the school system by dropping out. Youth with “ED” have the highest drop out rates (from 21% to 64% - twice the rate of nondisabled students). The drop out rate for students with learning disabilities averages 21.1% (National Center for Education Statistics, 2010). Reasons include: lack of credits to graduate, no parental support for education, inappropriate social interactions. Dropouts have fewer options for employment and usually end up in entry level, low-paying positions.
QUIZ
TRUE FALSE
Transition is about preparing students to: Make Choices Plan for the future Set goals Develop career skills Perform needed daily living
skills Participate in their
community
WHAT IS TRANSITION
Planning for transit ion Involves students, parents &
educators in a plan.
Incomes are low Jobs are often part time 30% of adults with disabilities
live in poverty
Employment (as of September 2014) Labor Force Participation
People with disabilities: 20.1% People without disabilities: 68.5%
Unemployment Rate People with disabilities: 12.3% People without disabilities: 5.5%
TRANSITION; WHY IT’S IMPORTANT
Less Social Participation People with disabilities
live in relative social isolation.
Lack of a full social life is a problem for many people with disabilities
Physical Barriers Despite strong gains
from ADA in build access and public transport, barriers still exist
Who is part of my team? Individuals from my school team
Principal (LEA Rep.) Behavior Interventionist Special Education Teacher(s) General Education Teacher(s) Support Staff School Counselor School Nurse
Individuals from my Family Team Student(s) Parent(s)/Guardian(s) Grandparents Siblings Family Supports
Individuals from my organizations team Agency Case Manager(s) SCL Worker(s) AEA Representatives PEC’s/Advocacy Group(s) IVRS
IEP TEAM MEMBERS
Student(s)Expectations
1. Prepare for my Individualized Education Plan (IEP) meeting2. Participate in my Individualized Education Plan (IEP) meetings 3. Work towards my goals4. Complete Individualized Education Plan (IEP) Transition Assessment
Parent(s)Expectations
1. Complete annual Individualized Education Plan (IEP) transition assessments2. Be active member of transition team3. Working with your child to have them invite outside agency case managers 4. Sign (obtain) any consents or release of information forms needed for outside agencies
to be part of the transition process.
Teacher(s)Expectations
1. Prepare for the student’s Individualized Education Plan (IEP) meeting2. Participate in the Individualized Education Plan (IEP) meeting3. Help the student work towards his/her goals4. Communicate and cooperate with all Individualized Education Plan (IEP) team members
EXPECTATIONS
What to Expect From IEP Team Members• Student Expectations• Parent Expectations• Teacher Expectations
Should Include
Self Determination Make decisions, use
community resources, talk about disability and what is needed for support, goals and plan to reach them
Living: Home Live alone, with a
roommate, with support, with family or relatives, or in a group home.
TRANSITION ASSESSMENTS
Living: Community Participation Drive a car, use a bus,
taxi, shopping, making medical and dental appointments, banking, voting, participating in religious or community events.
Living: Recreation & Leisure Participate in sports,
hobbies, group activities, fitness activities, family events, clubs, make or maintain friendships.
TRANSITION ASSESSMENTS
Learning Community college,
community and adult basic education, vocational training, on the job training, military service.
Working Full-time, part-time,
supported, enclave, workshop, on the job training, military service
TRANSITION ASSESSMENTS
All Transition Assessment data must be gathered and updated on each students IEP, yearly.
It’s a Team Effort!AcademicVocationalSocialBehavioralAdaptiveLivingCommunity
CURRICULUM
Parent & Educator Connection (PEC) ASK Family Resource Center / Access for Special Kids University of Iowa
Center for Development & Disabilities(CDD) Center Lines Newsletter Child Health Specialty Clinics (CHSC) Disability Resource Iowa Iowa Program for Assistive Technology (IPAT) Iowa Compass Realizing Educational & Career Hopes (REACH)
National Dissemination for Children with Disabilities (NICHCY)
Wright’s Law Pacer Center The ARC of Iowa
OUTSIDE AGENCIES: WHERE TO START
Where do I go from here? Iowa Vocational
Rehabilitation Services (IVRS)
Iowa Workforce Development
DMACC S.T.R.I.V.E. Program University of Iowa R.E.A.C.H
Program Project SEARCH LINK Associates Candeo Services Etc………!!!! TAP Programs