Nancy L. Megginson, Sherry L. Folsom-Meek, Renae Bock, Ruth J. Nearing, Sue Floethe, and

Scott J. Modell

Nancy L. Megginson, San Jose State University

Defining TransitionA coordinated set of activities that:

Improves the academic and functional skills of the student in order to facilitate his/her movement from school to post-school activities such as postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation;

Is based on the individual student’s needs, taking into account his or her strengths, preferences, and interests;

Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives and, when appropriate, the acquisition of daily living skills.

Federal PolicyIDEA (2004) outlines that:transition planning must be in effect once a

student is 16 years old;

the development of appropriate, measurable postsecondary goals must be based on age-relevant transition assessment; and

a statement of transition services to assist the student in reaching these goals must be developed.

Why is Transition important?

It is crucial to students’ success after high school.

NOD (2000) found that individuals with disabilities are more likely to be unemployed, lonely, and unhappy with their lives compared to those without disabilities.

Demchak (1994) concluded individuals with disabilities, who engage in appropriate recreation and leisure activities, increase their chances for success in the community.

Historical PerspectiveTransition planning became a focus of federal

policy for students with disabilities since the 1980s, when it was conceptually operationalized as a ‘bridge’ from school to young adulthood (Will, 1984).

Early transition planning and implementation focused on employment.

Halpern (1990, 1992) designed a more appropriate model that incorporated not only a student’s employment but residential environment, social supports, and community adjustments.

Frank and Sitlington (1990) posed that post-school transition would ‘successful’ for students with disabilities not only if they obtained employment, but lived independently, paid part of their living expenses, and were involved in more than one community leisure activity.

So how is that working for us?Transition literature, research, and

professional personnel training has primarily focused on employment (Sitlington, 1996).

Post-school adult adjustment for students with disabilities has been poor but improving (NLTS2, 2004).

Most leisure choices by students with disabilities are typically physically passive (NLTS1, 2003).

Because many students with disabilities don’t access or take part in community PARS programs, they can be socially isolated. Community integration and social interaction are primary indicators for quality of life.

It is speculated that the lack in addressing the PARS interests of a student with disabilities in transition planning is a major factor in poor post-school adjustment (Modell & Megginson, 2001).

So adjusting to community life and participation in PARS should be a significant part in post-school transition planning.

But is PARS an important part in the current transition process in our society and is it being consistently addressed?

Sherry L. Folsom-Meek, Minnesota State University, Mankato

Renae Bock, El Centro, CA School District

Ruth J. Nearing, St. Cloud State University

Past ResearchKrueger, DiRocco, & Felix (2000)--Wisconsin

N = 155; 21% were part of ITP/IEP

Reasons for not writing ITP/IEP: 42% did not serve students of transition age

64% had never been asked

41% were not aware of APE specialists’ role in ITP

4% had students who did not need an ITP

Past Research (cont.)

Krueger, DiRocco, & Felix (2000)--WisconsinRecommendations:

APE specialists need to be more knowledgeable of transition planning to become better advocates for students with disabilities

More research is needed to determine effectiveness of APE specialist with regard to planning and implementing transition

Teacher educators must prepare APE specialists in planning and implementing transition in recreation and leisure

Past Research (cont.)

Bock (2001)--MinnesotaN = 146 licensed developmental adapted physical

education (DAPE) teachers

Reasons for not being involved in transition process: 63% of those teaching students with disabilities 14+ years

of age had never been asked to be part of a transition team

21% did not know they should be a part of ITP/IEP

13% gave input to ITP/IEP team but were not involved in

planning and implementing recreation and leisure activities

Past Research (cont.)

Bock (2001)--MinnesotaRecommendations:

Compare preservice and inservice training in

transition

Investigate factors contributing to strong transition

programs

Assess effectiveness of transition to maintaining an

active lifestyle

The Present in one State--MinnesotaLicensed DAPE teachers: Asked them

questions on MN DAPE Listserv (n =14)

What is the age range of students with

disabilities that you currently teach?Transition-age students: 9

Pre-transition age students: 10

Teach younger students: 10

The Present in one State--Minnesota (cont.)

Are you included as a member of transition IEP team?Yes: 10Conditional responses:

Until they have completed physical education requirement

Physical education not offered after age 18

No: 2If not, who is?

Case manager and SPED staffNot sure

The Present in one State--Minnesota (cont.)

If you are not a member of the team, have you been asked to provide some input into planning transition IEPs?Yes: 1No: 1

If you are included in planning transition IEPs, are you involved in assessing in Recreation and Leisure/Community Participation?Yes: 9Conditional responses:

Sometimes DAPE not offered after 18 years Write goals but not involved in planning

The Present in one State--Minnesota (cont.)

If you are included in planning transition IEPs, are you involved in programming in Recreation and Leisure/Community Participation?Yes: 8

If not, who is involved in this?Don’t know: 2Also included in lifetime fitness activitiesSpecial transition school in districtYes if they qualify for DAPECase managers and parents

The Present in one State--Minnesota (cont.)

What areas/types of transition does your school district support? Many lifetime physical activities listed plus sample of answers:Use of public transportation to access

recreational or community outingsSome field trips in communityLifetime fitness as students may also transition

into jobs within the school settingAll 5 areas of transitionIf it costs money we try to fundraise

The Present in one State--Minnesota (cont.)

Identify any barriers that interfere with providing transition services in your school district:CostNumber of students receiving servicesTimeNot really any barriersThose students who don’t receive DAPE--have

to talk to their case managersWhen school busses are availableSometimes availability of sites due to other

groups using them

Role of Faculty in Higher Education APE ProgramsImplications from teachers’ answers:

Transition process: Most had knowledge About half of DAPE teachers were involved Level of involvement seems to be dependent on school

districts’ levels of support and at what age they stop offering DAPE services

Instruction in physical education is required for students with disabilities ages 3-21--what we need to emphasize: Through age 21 Some school districts seem to stop offering physical

education to students with disabilities when their same-age peers have met the requirement

Role of Faculty in Higher Education APE Programs (cont.)

Instruction in physical education is required for students with disabilities ages 3-21--what we need to emphasize--cont.: All students with disabilities need to be involved in transition

process At minimum: APE teacher needs to be a part of ITP/IEP team

Economy: schools and agencies have limited resources Emphasize that transition costs are to be shared by school

districts and agencies Fundraising may be necessary for transition to happen

Selection of APE textbook should be partially based on coverage of transition.

Higher education APE faculty need to cover transition thoroughly.

Sue Floethe, Santa Clara County Office of Education,

San Jose, California

Sherry L. Folsom-Meek, Minnesota State University, Mankato

Renae Bock, El Centro, CA School District

Ruth J. Nearing, St. Cloud State University

Assessments Need to IncludeInterests of student

Interests of family

Knowledge and competencies student needs

to move from school-to-community-based

living

Knowledge, competencies, and strengths

student needs to be successful

Student Should be Active Participant in Community ParticipationStudents with disabilities should be involved in

physical activity at postsecondary levelStudents need certain level of fitness to be

involved in vocational employment--need minimum strength, endurance, and flexibility to perform employment tasks

Need a lifetime physical activity “vocabulary” to participate in physical activity when not sleeping, at work, or not involved in maintenance

Student should be an active participant in community activities

The Pie of Life

Ways I Have FunMy leisure experiences are usually…give an

example of each:Physical or mentalIndividual or with othersPlanned or spontaneousActive or passiveCheap or expensiveSelf-directed or other-directedShort-term or long term

Ways I Have Fun (cont.)

My leisure experiences are usually…give an example of each (cont.):My favorite leisure experience is…It is my favorite because…This is when I get to enjoy this leisure

experience again… Day/date: time:I want to do more of these leisure experiences:List 3 steps I can take to achieve the previous

answer:

“15 Leisure Loves”List 15 leisure loves and check areas that

apply:Costs $$$Done aloneDone with partner or in a groupNeeds planningSeasonalNeed more timeOthers say “a waste of time”Did in the last five yearsWill do in 5 years

Example: Is this activity worth doing?The activity is ____________________Place a check before each item with which you

agree.Would I like to do this activity?Would my friends my age do this activity?Will I get something out of this activity?Do I have the $$$ to do this activity?Do I have the “stuff” (clothing, equipment, etc.) to

do this activity?How can I get there?Will the leaders consider my needs and help me be

as included in the activity as possible?Will my parents and others who care about me

support my involvement in this activity?

Example: Is this activity worth doing? (cont.)

If you answered “yes” to most of these

questions, join in and have some fun. If no

came up too often, try another activity.

Activity AnalysisWhat is expected? List steps from start to

finish.

What can I do now? Circle numbers of steps

you can do with little or no support.

What extra supports are needed? List

adaptations and modifications corresponding

to steps in list.

Example: Accessing the Community“ I can (to the best of my ability)…”

Name 5-10 different PARS activities I can do alone or with others

Find my nearest community recreation center and figure out how to get there

Find out how to find what programs are offered there and how to access them

Show understanding how community recreation programs can help my active lifestyle

Actively participate in a preferred activity or program I really like

Example: Accessing the Great Outdoors“I can (to the best of my ability)…”

Tell my APE teacher two ways I can help myself by doing an outdoor physical activity

Name activities I can do outdoors in warm weather

Name activities I can do outdoors in cold weatherKnow where public and private outdoor

recreation areas are (e.g., parks, swimming pools, golf courses, tennis courts, walking/biking/hiking trails, bird watching sites, etc.)

Leisure Goals and OutcomesList 5 PARS goals and outcomes of each.

They may be leisure activities that you have

or have not experienced.

Check those goals and outcomes to

determine if they are realistic.

For each goal, what will help you reach it?

For each goal, list any barriers that will keep

you from achieving it.

SourcesMinnesota Department of Education. (1994).

Teaching the possibilities: Resource guide for

transition planning--recreation and leisure.

St. Paul, MN.

Scott Modell, Sacramento State University

Developing Community PartnersPartnering

How to find your community friends

Transportation

Programmed and Natural SupportsProgrammed Supports

VolunteersPaid StaffSport/Activity Staff

Natural SupportsPeers, Neighbors, CousinsNew human resourceOther?

Re-defining Sport, Recreation and LeisureTraditional SportDisability SportIntegrated SportRecreationLeisure / Social

Activity

Annual EventsSeasonal

Sailing

Going to the Ball Park

Just Hanging Out

Spending Free Time with Friends

Social Activities

Jennifer and Daniel enjoy modified pool during free time

Karaoke

The Road Ahead is Bright!