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Successful Transition for Students with Special Needs: What Resources are Available to You?

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Successful Transition for Students with Special Needs: What

Resources are Available for You?

Presenter: Lakshmi Mahadevan, Ph.D.

Today’s Presenter

Lakshmi (Hema) Mahadevan, Ph.D.•Education:

• Ph.D. in Educational Psychology•Areas of Expertise:

• Career Assessment• Post-Secondary Options for

individuals with special needs• Special Education• Multicultural career counseling

• What is transition?• Best practices for working with

Individualized Education Program (IEP) Committees on transition plans.

• State agencies that provide support for students in transition.

• Avenues for success • Career and technical education

programs of study

In this Session

Scenario

TJ is a 15 year old female with Down’s Syndrome. Her parents have transferred her from the Military base school to a public school near by. She was admitted to the 7th grade. It is summer and the parents have been invited to an IEP meeting.

• One of the most important goals of special education is the successful transition of students to post-secondary education.

• Individuals with Disabilities Education Act (IDEA) requires that transition planning begin at the earliest age appropriate.

• Transition planning means evaluating needs, strengths, and skills required for a student to move from high school to postsecondary life.

http://www.wrightslaw.com/info/trans.index.htm

What is Transition?

• The IEP must include a statement of the student's transition service needs that focuses on the student's course of study (such as advanced academic courses, technical training, or intensive employment preparation) including, if appropriate, a statement of interagency responsibilities.

• Beginning at age 16 (or age 14, if determined appropriate by the IEP team), the IEP must contain a statement of needed transition services for the student, This includes a coordinated set of activities with measurable outcomes that will move the student from school to post-school activities.

• http://www.parentcenterhub.org/repository/transition-goals/

Required by Law

• TJ is 15 – it is appropriate and necessary for us to consider transition and post-secondary goals.

• This is also a good time for her parents to ask that she be invited to her IEP meeting.

Scenario

Best Practices for Working with IEP Committees on

Transition Plans

• Procedural safeguards• Rights and responsibilities• Resources:

• http://www.parentcenterhub.org/repository/steps/

• http://www.doe.mass.edu/sped/iep/process.pdf

• http://www.inclusivechildcare.org/inclusion_glossary.cfm

Know the Special Education Process

Mandated by IDEA. Plan developed by a multi-disciplinary team (IEP

Committee) including the parents/guardians and preferably the student.

Includes students' diagnoses-related information, long-term educational and transition goals, short-term objectives, related services, behavior plan, current levels of academic achievement and functional performance.

Details classes, accommodations and modifications and methods by which student will be taught.

Individualized Education Program (IEP)

• Keep tabs on child’s progress reports.

• Ask child what classes are interesting and link it to their career-related preferences.

• Ask child questions about what’s working and not working.

• Ask child about accommodations and modifications.

Parent/Guardian’s IEP Transition Role

Remind child what the IEP meeting is about, who is going to be there and what decisions are likely to be made.

Ask for help with or provide tips on how to manage child’s behavior.

Provide information on transition-related activities that child has had outside of school to help IEP Committee learn about their interests.

Provide information to the IEP committee, be active and advocate for child such that their transition goals are met.

Consider inviting state agencies that may be helpful.

Roles Continued…

• Since TJ hasn’t yet started school, her parents must find out about their special education-related rights and responsibilities.

• They need to understand what the various Special Education terminology mean and make TJ familiar with the most pertinent ones as well.

• They can visit with a parent advocate and/or a state agency to understand what outside resources are available and plan early.

Scenario

State Agencies that Provide Support for Transition

• Independent living centers (ILCs): Help people with disabilities achieve and maintain self-sufficient lives within the community: http://www.ilru.org/; http://www.ncil.org/

• Vocational Rehabilitation Agency (VR): Helps persons with disabilities to find employment and achieve increased independence: https://askjan.org/cgi-win/TypeQuery.exe?902

• Service agencies: Operate programs and services for individuals with intellectual disabilities or mental health concerns: http://www.acl.gov/Programs/AIDD/Index.aspx

Your State Agencies

• Council of Parent Attorneys and Advocates, Inc. (COPAA) protects the legal and civil rights of students with disabilities and their families: http://www.copaa.org/search/custom.asp?id=1489

• Social Security Administration (SSA): Provide benefits for people of any age who are unable to do substantial work and have a severe mental or physical disability: https://www.ssa.gov/

State Agencies Cont.

• Know your child• Understand the special education

process• Work with IEP committees and state

agencies• Tap into resources available at school

• Courses of study (academic and CTE)• Paths to college/technical college

(applications, financial information)

Avenues for Transition Success

Career & Technical Education (Technical

Training)

• The Carl D. Perkins Career and Technical Education Act of 2006 provides federal support for CTE programs in all states and the territories. The law focuses on the academic and technical achievement of CTE students, strengthening the connections between secondary and postsecondary education, and improving accountability.

• Perkins includes a requirement for CTE courses (programs of study) that seamlessly link academic and technical content across secondary and postsecondary education.

• All public school receiving Perkins funds must provide at least one POS.

Overview of CTE - Law

• CTE is no longer the “old vocational education” - https://blog.ed.gov/2016/03/lets-commit-to-giving-cte-students-the-opportunity-they-demand-and-deserve/

• Incorporate and align secondary and postsecondary education• Include academic & CTE content in a coordinated, non-

duplicated progression of courses• May include the opportunity for secondary students to

acquire postsecondary credits • Lead to an industry-recognized credential or certificate at the

postsecondary level, or an associate or baccalaureate degree

CTE Programs of Study

Programs of Study Cont.

• Identify and address current or emerging occupational opportunities

• Build on career clusters, career pathways, career academies

• Robotics• Sports Medicine• Stagehand Tech• TV, Film & Digital Media• Video Broadcasting• Web Publishing• Veterinary Science

CTE Program of Study: Examples

• Architectural Design• Computer Aided Design• Digital Arts• Graphic Design• Photo Imaging• Pre-Engineering

CTE & Special Populations

• Institutions that receive Perkins funds must ensure access for special populations who face difficulty in attaining education and employment.

• Reauthorization Coming: • http://edworkforce.house.gov/n

ews/documentsingle.aspx?DocumentID=400892

CTE & Special Populations

The definition of special populations in the Perkins Act, includes:

• individuals with disabilities;• individuals from economically disadvantaged

families, including foster children;• individuals preparing for nontraditional fields;• single parents, including single pregnant women;• displaced homemakers• individuals with limited English proficiency.

CTE & Special Populations Cont.

Proposed: •English learners (formerly LEP)•Homeless•Youth whose parents serve in the military

At both the secondary and postsecondary levels, applicants for Perkins funding must indicate the steps taken to ensure that all individuals from special populations are provided equal access to CTE programs and activities.

• Provide labor market information• Implement coordinated set of activities that help

students move toward their post-secondary plans (e.g. job shadowing, mock interviews, co-op experiences, college visits etc.).

• Inform IEP Committees and Special Education on realistic exit points.

• Instruct in the classes that serve as “Least Restrictive Environment” for students with disabilities.

CTE Teacher’s Contribution Towards

Transition

• CTE Teachers can help formulate transition objectives based on what program of study they teach. • Mark will be able to complete and

execute a five-ingredient recipe, using a cooking app., in one hour with 75% accuracy in 36 instructional weeks.

• Michelle will be able to change the fluids and liquids in a car, using a directions chart, can spout, and funnel, with 100% accuracy, within 12 instructional weeks.

CTE Teacher’s Role – Writing Goals

Tips for Parent/Guardians

• Contact the school when children are ready to enroll in 7th grade.

• Look up school’s website and search for “Career and Technical Education”, “Career and Technology Education”, “CTE” or “CATE”.

• Meet with the CTE instructors/CTE director or Coordinator.

• Ask questions – dispel doubts (is it like the old vocational education? Do students have to be non-college-bound? etc.)

Tips Cont.

• Ask, what career paths do these course lead to? Will the child receive a license or a credential?

• Collaborate with CTE teachers on transition objectives. • Ask these questions during child’s IEP meeting as well.

• Encourage child to go on field trips, participate in CTE Student organizations and develop self-advocacy relate to employability.

• Talk to the counselors. Do they provide financial aid or college prep seminars?

Tips Cont.

• Is there a CTE advisory committee? • The role of this committee (comprised of community members,

business and industry representatives etc.) is to evaluate and help CTE programs do better. They also provide practicum opportunities, guest speakers, equipment, field-based experiences and jobs.

• Ask to participate in the advisory committee or attend a meeting. • CTE State Profiles: https://www.acteonline.org/stateprofiles/ • For local occupational opportunities:

https://www.careeronestop.org/GetMyFuture/Toolkit/Occupation-Profile.aspx

• TJ’s parents should ask her what her career-related goals are.

• She likes animals and nature.• After exploring the CTE offerings in their school they can

meet CTE instructor and/or ask (strongly advocate) that a CTE representative be invited so that they can discuss enrollment possibilities (Intro to Veterinary Science?)

Scenario

ConclusionPlanning for child to transition out of school and into independent living can be stressful. Encouraging child’s and parents’ self-advocacy, knowing rights, having awareness of avenues that are available and being proactive can help. I hope this presentation has given you some insight into how you can help your clients.

One Survey, two different ways to receive a certificate.

1. MFLN Military Caregiving concentration area is offering 1.0 CEU credit from the UT School of Social Work to credentialed participants.

2. MFLN Certificate of Completion for providers interested in receiving general training.

»To receive a CEU credit OR certificate of completion, please complete the evaluation survey found at: https://vte.co1.qualtrics.com/jfe/form/SV_3wveOhsUph3lq1T

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CEU Credit & Certificate

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» Title: The Caregiver in the Room: Considerations for Providers Working with Families

» Time: 11:00 a.m. - 12:00 p.m. ET» Date: Wednesday, April 26, 2017» Location: https://learn.extension.org/events/2923

For more information on MFLNMC go to: https://militaryfamilies.extension.org/military-caregiving/

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» Slide 4, Image: Lakshmi Mahadevan. Photo Credit: Lakshmi Mahadevan» Images from slides (5, 7, 10, 11, 13, 16, 19, 20, 23, 25, 27, 29, and 34) are

purchased from iStockphoto by Texas A&M AgriLife Extension Service and the Military Families Learning Network (MFLN), under Member ID: 8085767.

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