transitioning to adulthood (special education)

Title, EditionISBN

© 2009 Pearson Education, Inc.All rights reserved.

Exceptional Children: An Introduction to Special Education, 9th EditionISBN 013514454X

© 2009 Pearson Education, Inc.All rights reserved.

Chapter 15Transitioning to Adulthood

© 2009 Pearson Education, Inc.All Rights Reserved.2

Exceptional Children: An Introduction to Special Education, 9th EditionHewardISBN 013514454X


Focus Questions Why should post-school outcomes drive educational programming for secondary students with disabilities?What key factors influence the success of an individualized transition plan?How can teachers of elementary students with disabilities help them prepare for successful life as adults?Why is self-determination so important to students with disabilities success in postsecondary education?How do the philosophy and principles of supported living differ from traditional residential placement services?How can teachers help school-age children with disabilities achieve satisfying recreation and leisure as adults?Is quality of life for adults with disabilities the ultimate outcome measure for special education? Why or why not?

KEY TERMS AND CONCEPTSIndividualized Transition plan (what is it, what ages, when created, what goes in it, who manages the plan/who is responsible, primary purpose according to IDEA)Types of employment (supported -types, competitive employment, sheltered workshops, work activity centers, other ) – Definition of each type, Pros, ConsSupported employment specialistFunctional skills (definition and examples). Age appropriate activities for adults with cognitive disabilitiesSelf-determination/choice/self-advocacy meaning for individuals with severe disabilities (what does this mean, why important, how to implement)Residential (group homes, foster home, co-residence, etc)Leisure and recreation activities for those with severe disabilities (typical types, benefits, choice, etc.)Self-evaluation, Natural Cues, Self-Monitoring, etcNatural supports (what, examples)




How Do Former Special Education Students Fare as Adults?Results from the National Longitudinal Transition Studies 2:

Completing high school In 2000-2001: 72% of high school students with

disabilities graduated from high school with a regular diploma or a certificate of completion

Employment status The unemployment rate for young adults with

disabilities is 57% when they have been out of school during the first 4 years

Postsecondary education 45% of youth with disabilities enrolled in

postsecondary education compared with 41% of youth without disabilities




How Do Former Special Education Students Fare as Adults?

Community Involvement49% of young adults participated in some type community social activities outside of work or school in the preceding year28% of out of high school youth had been arrested at some time, compared to 12% of youth in the general populationOnly 60% of youth with disabilities ages 15-19 reported that they thought of themselves as able to handle challenges or feeling useful and important

Transitioning to adulthood is challenging – there’s a lack of necessary supports




Transition Services ModelsWill’s “bridges model” of school-to-work transition

Three levels of service: No transition services Time-limited transition services Ongoing employment services

Halpern’s three-dimensional model Three domains:

Quality of residential environment Adequacy of social/interpersonal network Meaningful employment




Transition Services Transition is a process involving the coordination, delivery, and

transfer of services from school to post-school agencies Most significant responsibilities lie with the school Purpose: focus the IEP team on secondary curriculum related to

post-school success Definition of Transition Services in IDEA Results-oriented process based upon the student’s individual needs

and preferences to facilitate movement to post-school activities Includes:

Postsecondary education Vocational education Integrated employment Continuing and adult education Adult services Independent living Community participation




Individualized Transition Plan Must include post school outcomes

and goals in the areas of: Residential

Functional skills- skills that are required for daily living (preparing food, dressing, self care)

Employment Postsecondary Training Recreation/Leisure




Individualized Transition Plan Goals and outcomes should be age

appropriate and address functional skills

Ex. Student is functioning at a 2nd grade level. Goals should address… Operating kitchen appliances Activities associated with food shopping Use of assistive technology

devices/computer




Transition Planning in New Jersey (goals)

Begins at age 14, reviewed annually At age 14 we look at:

Interests, preferences, strengths Postsecondary Education (Including, but not limited

to, college, vocational training, and continuing and adult education)

Employment/Career Community Participation (Including, but not limited

to, recreation and leisure activities, and participation in community organizations)

Independent Living (life skills) Courses of Study (completed, current, projected) Related strategies to help with transitioning




Individualized Transition PlanAn ITP details the curricular programming and other supports that will prepare the student for a smooth and successful transition to adult life

o When a student reaches age 16, IDEA requires the IEP team to begin transition planning. NOTE: ITP age in NJ is 14

o Annual review and updateo Appropriate measurable postsecondary goals based on

age-appropriate transition assessmentso The transition services needed to assist the child in

reaching those goalso Beginning not later than 1 year before the child reaches

the age of majority, a statement that the child has been informed of the child’s rights that will transfer to the child at the age of majority




Individualized Transition Plan (cont.) p 529 Age-appropriate Transition Assessment Includes a combination of formal and informal assessment methodsMeasurable Postsecondary Goals Those goals that a child hopes to achieve after leaving secondary schoolTransition Services

A coordinated set of transition related instructional strategies and activities

Annual IEP GoalsSimultaneously teach academic and transition related skills

Coordinate Transition Services with Adult Agencies Involve interdisciplinary teaming and interagency collaborationSummary of Performance Academic achievement, functional performance, and recommendation for continued progress




Individualized Transition PlanEmployment Activities the student needs to achieve desired post-school job or career goals. These could be activities related to career awareness, career exploration and career preparation. Adult Living Objectives Leading towards adult activities done occasionally, such as registering to vote, filing for insurance or accessing adult services including, but not limited to, Social Security. Daily Living Skills Those activities that adults do every day, (e.g., preparing meals, budgeting, maintaining a home, paying bills, caring for clothes, grooming, etc.). Functional Vocational Evaluation An assessment process that provides information about job or career interests, aptitudes and skills. Information may be gathered through situational assessment, observations or formal measures and should be practical.




Rights at Age of Majority

TRANSFER OF RIGHTS AT AGE OF MAJORITYOPTION I: At least three years before the student reaches age 18, a statement that the student and the parent(s) have been informed of the rights that will transfer to the student on reaching the age of majority, unless the parent(s) obtain guardianship [N.J.A.C. 6A:14-3.7(e)14]. The district may use the following description to document that the student and parent(s) have been informed of the rights that will transfer. The IEP team may include this statement at age 14 when transition planning begins. On (Date), (Name of Student) will turn age 18 and become an adult student. The following rights will transfer to (Name of Student): The school district must receive written permission from (Name of Student) before it conducts any assessments as part of an evaluation or reevaluation and before implementing an IEP for the first time. The school must send a written notice to (Name of Student) whenever it wishes to change or refuses to change the evaluation, eligibility, individualized education program (IEP), placement, or the provision of a free, appropriate public education (FAPE). You, the parent(s), may not have access to (Name of Student)’s educational records without his/her consent, unless he/she continues to be financially dependent on you. The district will continue to provide you, the parent(s), with notice of meetings and any proposed changes to your adult child’s program. Any time (Name of Student) disagrees with his/her special education program, he/she is the only one who can request mediation or a due process hearing to resolve any disputes arising in those areas. If (Name of Student) wishes, he/she may write a letter to the school giving you, the parent(s), the right to continue to act on his/her behalf in these matters. OPTION II: At least three years before the student reaches age 18, a statement that the student and the parent(s) have been informed of the rights that will transfer to the student on reaching the age of majority unless the parent(s) obtain guardianship [N.J.A.C. 6A:14-3.7(e)14]. The district may inform the student and the parent(s) by letter of the rights that will transfer. If a letter is used, complete the following: __________________________ was informed in writing on ______________of the rights that will transfer to him/her at age 18. (Name of Student) (Date) __________________________ was/were informed in writing on ______________ of the rights that will transfer at age 18. (Name of Parent[s]) (Date)




Statement of Interagency Linkage

STATEMENT OF NEEDED INTERAGENCY LINKAGES AND SCHOOL DISTRICT

RESPONSIBILITIES

As appropriate to the anticipated needs of the student, list all agencies to which the student will be referred by the school district liaison to postsecondary resources in the spaces below. List the responsibility of the school district and/or student/parent(s) with respect to contacting each agency listed and providing needed information or documentation to each such agency.

AGENCY: School district responsibilities: Student/parent responsibilities:




EmploymentWork is defined as using one’s physical and/or mental energies to accomplish something productiveFor most adults with disabilities, obtaining and holding a job is a major life challenge and goalBegin career education early

• Elementary students-sample different types of classroom responsibilities

• Middle school students-spend time at actual community job sites

• High school students-develop and operate a school-based business enterprise




Competitive EmploymentCompetitive employment

Performs work valued by an employer Functions in an integrated setting with non-disabled coworkers Earns at or above the minimum wage Is working without support from an outside human service agency Ex. Someone who works at a store, cleaning, earning minimum

wage, without any supports. Key characteristics of school program that increase likelihood of successful employment outcomes

Stress functional skills Receive ample opportunities to learn social and interpersonal skills Begin community-based work experiences as early as ages 10-13

for students with severe disabilities




Supported Employment Help adults with severe disabilities earn real wages

for real work Need intensive support to obtain, learn and keep a

job Working toward competitive employment with

ongoing supports and services Models:

Small business enterprises Mobile work crew Enclave Individual Placement




Supported Employment Small business enterprise

Provides supported employment by establishing a business that takes advantage of existing commercial opportunities within a community

Hires individuals with and a few without disabilities Company does not make a profit No job coach

Mobile work crew Small group of supported employees organized around

a small, single purpose business (ex. Buildings and grounds maintenance) working in an integrated setting; non for profit, subsidized by the government

One general manager




Supported Employment Enclave

Small group of people with disabilities perform work with special training or jobs supports within a typical business or industry

Community based integrated supports Ongoing supports for long term job success Wages based on person’s level of productivity

Individual placement Developing jobs with employers in the community Systematically assessing clients’ job preferences Carefully placing employees in jobs they want Implementing a job site training and advocacy Building natural supports at the job site Monitoring client performance and taking a systematic

approach to long term job retention




Supported Employment Specialist/Job Coach

Community based professional who works for a secondary special education program to assure supported employment functions well for clients

Key in making a supported work program effective

Duties: Source of support and assistance Job Development, Consumer Assessments, Job Placement, Job

Site Training, Follow-Along Provides direct, on-site job training and is the primary source of

support an assistance Gradually reduces the time spent with training and support




Supported Employment Specialist/Job Coach

Drawbacks:May interfere with natural work settingEmployee may behave differently when coach is on the job siteEmployee may interact with job coach instead of employees




Natural Supports Any assistance, relationships or interactions that allow a person to secure or maintain a community job, in a way that corresponds to the typical work routine and social interactions of other employees Organizational Supports

Preparing and organizing of activities at the job setting (scheduling, ordering tasks, location of materials)

Physical Supports Design and functional of physical objects and

equipment in the job setting (technical or nontechnical)

Family/Personal Supports Accessing family and personal resources (self-

advocacy groups, employment referrals)




Natural Supports Social Supports

Interactions with other individuals at the job Ex. Asking a neighbor for a ride home from

work Training Supports

Direct training and instruction (job coach) Social Service Supports

Accessing professional and nonprofessional disability related services

Community Supports Accessing community agencies and services




Naturalistic Cues & Self Management Naturalistic Cues- use of a naturally

occurring signal on what to do next (ex. Clocks, whistles, pile of dirty dishes)

Self Management Self Monitoring- observing and recording

one’s performance Self Evaluation- comparing self monitored

performance with a goal or production criteria Ex. See if was able to label the 100 cans assigned




Sheltered Employment Refers to work by people with disabilities at an accredited

occupationally-oriented facility which employs people with disabilities

Most common vocational setting for adults with severe disabilities, offer transitional and extended employment

Sheltered workshops provide Evaluation and training for community-based employment Extended or long-term employment Work activities

The problems with sheltered employment include limited opportunities for job placement and low pay.

Often a dead-end job – no potential for community employmentTypes of Jobs (typically) Prime Manufacturing- designing, producing, marketing and shipping of a

complete product Reclamation- purchases salvageable materials, then sells the reclaimed

product




Postsecondary EducationPostsecondary education significantly improves chances of meaningful employmentIncreasingly, jobs require technical training, problem-solving, and interpersonal skills that can be attained through postsecondary educationThe percentage of first-time, full-time freshmen enrolled in college who indicate they have a disability is growingParticipation in the labor force rises to 50.3% for individuals with disabilities who obtain a 4 year degreeEven youths with significant disabilities (e.g., intellectual disabilities, autism, or multiple disabilities) can participate in some aspects of college lifeThe success of students with disabilities as measured by graduation is well below that of students without disabilities




Residential AlternativesGroup homes

Provide family style living for a small group of individuals (residential neighborhood)

Staffed by a person without disabilities Usually 3-6 people Mostly service adults with mental retardation

(intellectual disabilities)

Foster homes As part of a family unit, the adult with disabilities also

has more opportunities to interact with and be accepted by the community at large




Residential Alternatives (cont.)Apartment living

Apartment cluster- apartments with individuals with disabilities near an apartment with a person without disabilities who can monitor

Co-residence apartment- individuals with disabilities live in same complex as residents without disabilities

Maximum-independence apartment- individuals have skills to live on their own, supervisory visits only

Supported living Helping people with disabilities live in the community as independently and

normally as they possibly can Institutions

Deinstitutionalization - the movement of people with disabilities out of large institutions and into small, community-based living environments - has been an active reality for the past 40 years

Structured Facility – group home or other residence that gives resident help/assistance




Recreation and Leisure Recreation and leisure activities do not come easily for many adults with

disabilities Challenges to the use of community recreational resources

includeo Transportationo Physical ability or skills to play the gameo Other willing and able friends with whom to play

Special educators must realize the importance of including training for recreation and leisure in curricula for school-age children with disabilities

Learning appropriate recreation and leisure skills is particularly important for adults with severe disabilities

Disabled only outings or socially isolated activities (watching television, listening to music) are dominant activities without any educational intervention




The Ultimate Goal: A Better Quality of LifeAdults with disabilities continue to face lack of acceptance as full members of societyMisguided and limiting presumptions

Handicapism - discriminatory treatment and biased reactions toward someone with a disability - occurs on personal, professional, and societal levels

Self-advocacy and self-determination Persons with disabilities have begun to assert their legal rights

challenging the view that persons with disabilities are incapable of speaking for themselves (increased in recent years)

Rarely demonstrated by those with intellectual abilities who are incapable of it

Choice Making Increases quality of life for individuals with severe disabilities

Still a long way to go




ResourcesNJ Department of Education – Using the Vocational Profile for Students with Disabilitieshttp://www.nj.gov/education/specialed/transition/VocationalProfile.pdf State of NJ Division of Developmental Disabilities Homehttp://www.state.nj.us/humanservices/ddd/home/index.html




Resources – Transition Planning

Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities: http://www.ed.gov/about/offices/list/ocr/transition.html Support Organizationshttp://www.jvsnj.org/ Jewish Vocation Services (non-sectarian)http://www.caunj.org/ Community Access http://www.spectrumforliving.org/ Spectrum for Livinghttp://www.fscnj.org Family Support Center of NJ www.transitionmattersnj.org Transition Mattershttp://njsilc.org/New Jersey Statewide Independent Living Council

transitioning to adulthood (special education)

Education

pearson education

years postsecondary

disabilities success

edition isbn

young adults

high school students

exceptional children

edition heward isbn