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Transition Education Transition Education MovementMovement
1980s1980s * Educational climate * Educational climate
* Legislation* Legislation
* Researchers* Researchers
1990s1990s * Educational climate * Educational climate
* Legislation* Legislation
* Researchers* Researchers IV
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Part IV 1980s-Transition Education
Movement
Educational Climate Career education virtually
abandoned
Public education open to all people
Transition movement evolved from legislation as a result of Madeline Will’s speech
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Part IV 1980s-Transition Education
Movement
Educational ClimateWho is Madeline Will?
In 1984-Director of Office of Special Education
Rehabilitation (OSERS)Address at CEC convention Picture of M. Will
and son
Introduced transition as a federal initiative to fund projects in schools for school to work
Transition became a national priority
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Part IV 1980s-Transition Education
Movement
Educational Climate Madeline Will cont’
Defined transition: as a set of coordinated
activities as an extension of career
education as programs and services in
school as a process that should include
adult community linkages as a shared responsibility
Introduced new model in which to follow
Bridges Model
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Part IV 1980s-Transition Education
MovementEducational Climate
OSERS Bridges Model Five-part model provides a way of
organizing activities and plans to improve transition
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Part IV 1980s-Transition Education
MovementEducational Climate
OSERS Bridges Model Five-part model provides a way of
organizing activities and plans to improve transition
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Part IV 1980s-Transition Education
MovementEducational Climate
An alternative transition model emerged in 1985 by Andrew Halpern.
articles\Will's and Halpern's comparison.htm
By Phillip Browning, PhD
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Part IV 1980s-Transition Education
Movement Who was Andrew “Andy”
Halpern? Research Interest:
student assessment curriculum development program evaluation student self-determination policy analysis.
In 1997 Halpern and others developed and published the Next S.T.E.P.
Framed definition of transition in 1994
(Picture: Don Brolin to left and Andy Halpern to the right)
Areas of research: student assessment curriculum
development program evaluation student self-
determination policy analysis employment
opportunities
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Part IV 1980s-Transition Education
MovementClass activity:
Divide into 2-4 groups (depending on class size)
1) Groups 1: Skim information about the Will’s model and
repot to the class a brief description of its parts.
2) Group 2: Skim information about the Halpern’s model
and repot to the class a brief description of its parts.
3) Group 3 Identify strengths and weakness of Will’s model
and report to class.
4) Group 4 Identify strengths and weakness of Halpern’s
model and report to class.
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Part IV 1980s-Transition Education
Movement
Reflect:
How did these two models in the 1980s change how professionals viewed transition practices for people with disabilities?
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Part IV 1980s-Transition Education
Movement
Vocational Legislation 1984-Carl D. Perkins Vocational
Educational Act Underrepresented served in vocational
programs Equal access to all program and services Required vocational assessment, counseling,
support, and transition services 57% of funds divided among special groups-
10% to special education Appropriations matched equally by state and
local funding
Easy to read brochure articles\Carl D. Perkins Vocational and Technical
Education Act Chpt_5.pdf
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Part IV 1980s-Transition Education
MovementVocational Legislation Carl D. Perkins Vocational and
Applied Technology Educational Act Amendments
1990- name changed Eliminated Set-aside funds eliminated Called for greater integration Called for greater local accountability
1998- Develop the academic, vocational, and technical
skills of secondary and post secondary programs Academic Standards Integration of activities Flexibility in programming Research and professional development
required
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Part IV 1980s-Transition Education
MovementSpecial Education Legislation
1983- Education for all Handicapped Children Act Amendments (see slide 53)
Work Legislation 1982- Job Training and Partnership
Act Job training and placement for economically
disadvantaged (including persons with disabilities)
Funding for adult and summer youth programs
Income requirements Receive welfare Income at poverty level
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Part IV 1980s-Transition Education
Movement
Work Legislation cont’1986 Job Training and Partnership Act Amendments and Reform Amendments of 1992
Establish programs for youth facing barriers to employment
Continued fundingService delivery areas must
establish community linkages
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Part IV 1980s-Transition Education
Movement
ResearchersMary Wagner-Director, Center for
Education and Human Services Conducted almost 20 projects for federal,
state, and local governments and for foundations and private clients
Principal investigator for The National Longitudinal Transition
Study-2 The National Behavior Research
Coordination Center (NBRCC). The National Effectiveness of First Step
to Success http://www.nlts2.org/reports/2006_08/
index.html
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Part IV 1980s-Transition Education
Movement
ResearchersPaul Wehman
Vocation Transition Model (Wehman et al, 1985) Work preparation model where special
education, vocation edication, and rehabilitation were linked to support students with severe disabilities
Wehman's Three-Stage Vocational Transition Model (Wehman, Kregel, & Barcus, 1985)
He pioneered the development of supported employment at VCU in the early 1980s
He has published over 150 articles, 24 book chapters, and authored or edited 33 books
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ResearchersRobert Stodden
Over the past 25 years, served as principal investigator/director of more than 100research andtraining projects
Director of the Center on Disability Studies and the National Center for the Study of Postsecondary Educational Supports, and is a Professor of Special Education at the University of Hawaii at Manoa.
Served as a Kennedy Senior Policy Fellow with the Disability Policy Subcommittee in the United States Senate
were he drafted much of the transition language in IDEA of 1997
Part IV 1980s-Transition Education
Movement
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Part IV 1980s-Transition Education
Movement
ResearchersPatricia L. Sitlington 3 text books
1998-A Practitioners Handbook
2006-Transition Education and Services for adolescents with disabilities
2008- A Practitioner's Handbook on Transition Assessment
University of Northern Iowa
20On to the 90s
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Part IV 1990s-Transition Education
Movement
What do you remember about special education climate when you were in school?
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Part IV 1990s-Transition Education
MovementEducational Climate
Research in self-determination Quality–of-life focus on transition Quality-of-life focus influence state
and national research from 1985-1985
20 or more seminal follow-up and follow-along studies from: Mithaug, Horiuchi, and Fanning (1985) Hasazi, Gordon, & Roe (1985) Wehman, Kregel, & Seyfarth (1985) Kranstover, Thurlow, & Bruininks (1989) Affleck, Edgar, Levine, & Kortering (1990) Iowa studies (Sitlington & Frank, 1990, 1993,
1994; Frank & Sitlington, 1993; Frank, Sitlington, & Carson, 1991)
SRI National Longitudinal Transition Study
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Part IV 1990s-Transition Education
Movement
Educational Climate Various definitions transition
by leaders in the field Andrew Halpern defined
Transition in 1984 and many other professionals took his position.
CEC adopted his definition of transition as their “official definition.”
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Part IV 1990s-Transition Education
Movement
Educational Climate Transition Models
1998- Paula Kohler Taxonomy for Transition Planning
This is a model for planning, evaluating, and implementing transition services for youth with disabilities.
The planning services include Student focused planning Family involvement Program structure an attributes Interagency collaboration Student development
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View Taxonomy:http://homepages.wmich.edu/~kohlerp/pdf/Taxonomy.pdfResearch on Taxonomy:Kohler, P.D. (1996) Taxonomy for transition programming: Linking research to practice. Champaign, IL: Transition Research Institute. University of Illinois at Urbana- Champaign
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Part IV 1990s-Transition Education
Movement
Who is Paula Kohler? Professor in the Special Education Program at Western Michigan University (WMU) and previously a senior research associate with the Transition Research Institute at the University of Illinois. Interest include:
effective transition programs transition-related competencies career and technical experiences work-based education other aspects of transition-focused
education.
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Compare and Contrast Activity
Visually compare and contrast the 4 models discussed:
Will (1984) Halpern (1985) Kohler (1998)
Clark (1979-2006)
Which model best reflects your belief practices in transition?
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Part IV 1990s-Transition Education
Movement
Special Education Legislation IDEA 1997
The definition remained the same with two exceptions
1) coordinated set of activities could include related services2) transition began at age 14
At age of majority student must include statement of informed rights in IEP
If unable the state must appoint a legal guardian
Access to general education IEP team must consider assistive
technology
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Part IV 1990s-Transition Education
Movement
Special Education Legislation IDEA 1990
First federal legislation mandating that a statement of needed transition services be in the student’s IEP by age 16 (or young when appropriate).
The definition Included multiple postsecondary
outcomes Mandated the need for student
involvement Included that the IEP team could include
personnel for community and adult agencies
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Part IV 1990s-Transition Education
Movement
Rehabilitation Legislation Rehabilitation Act Amendments of 1998 and
Title IV: Workforce Investment Act of 1998 linked the state vocational rehabilitation system
to state work force investment system. Workforce Investment Act of 1998
5 titles Title I: Work force investment (WIA) Title II: Adult Education and Literacy Title II: Workforce Investment Title IV: Rehabilitation Act Amendments
of1998 Title V: General Provisions
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Part IV 1990s-Transition Education
Movement
Rehabilitation Legislation Workforce Investment Act of 1998
Title I: Workforce Investment Act (WIA)
Designed to serve low-income individuals Out-of-school youth Individual with disabilities Older and dislocated workers Fund services of youth 14-21 who are in and out of
school One-stop- centers
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Part IV 1990s-Transition Education
Movement
Rehabilitation Legislation The Americans with Disabilities
Act of 1990 Extended Section 504 of
Rehabilitation Act 1973 Equal access and reasonable
accommodations to private sector Schools community employment
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Part IV 1990s-Transition Education
Movement
Vocational Legislation School to Work Opportunity Act
of 1994 Transition supports for all students To train all students for work or continued
education To provide work-based learning
integrated with classes To improve linkages between
occupational and academic learning and secondary and postsecondary environments
Ensured students with disabilities employment opportunities in nontraditional careers.
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Part IV 1990s-Transition Education
Movement
Researchers Authored 7 books Interest include:
Applying self-determination methods to educational and workplace settings
postsecondary and the workforce
Student-Directed Transition Planning Process
Jim Martin
Zarrow Endowed Chair in Special Education and is Director of Oaklahom University’s Zarrow Center
www.ou.edu/zarrow
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Part IV 1990s-Transition Education
MovementResearchers Transition competencies for
educators http://iris.peabody.vanderbilt.edu/info_briefs/dcdt/trans_educators.htm
Research interest: Primary-transition of youth with
disabilities from secondary school
to adult life Developing skills of self-
awareness, self-advocacy, self-motivation, and self-satisfaction
Parental involvement Conflict mediation and resolution Leadership development
Sharon Defur
As a Co-Principal Investigator
at W&M T/TAChttp://web.wm.edu/ttac/?&=&svr=www
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Part IV 1990s-Transition Education
MovementResearchers James Patton-
Private consulting Adjunct Associate professor
The University of Texas at Austin Developed Transition Planning Inventory with Gary Clark Research interest:
transition assessment the infusion of real-life content into existing curricula, study skills
instruction, behavioral intervention planning, accommodation of students with special needs in inclusive settings
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Part IV 1990s-Transition Education
MovementResearchers Stan Shaw
Co-author of Postsecondary Education and Transition for Students with Learning Disabilities (PRO-ED).
Co-Director of the Center on Postsecondary Education and Disability. http://www.cped.uconn.edu/index.html
Interest:•professional development •for postsecondary disability personnel•services for college students with disabilities•disability policy and law•Implementation of Section 504•teacher education
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Part IV 1990s-Transition Education
MovementResearchers Michael Wehmeyer
Authored more than 180 articles or book chapters
Co-authored or co-edited 19 books on: self-determination transition, universal design for learning access to the general curriculum for students with significant disabilities, technology use by people with cognitive disabilities.
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Parts IV 1990s
Class Discussion
1) Identify two events and/or people during the 1980s and 1990s that you feel have been most important in shaping current transition practices?
Explain why?