10/30 Transition to Adulthood Flashcards
Issues with students with disabilities compared to peers post-school?
Low expectation, modeled on sheltered workshops, not teaching marketable skills, experiences don’t match disability, not aligned to competitive integrated employment (promotions), low expectations.
What mandated education for all and established IEP, due process, FAPE, MFE, and LRE?
Education of Handicapped Children Act 1975
Created links and access to vocational education for special education
Education Amendments 1976
Amendments to the education of HC Act see above 1983 Section 626
Secondary education and transition services for handicapped youth funded demonstration programs for transition
Funded national longitudinal study of transition
Individuals with Disabilities Act (IDEA) 1990
Introduced transition services definitions: Four essential elements: 1) needs, interests, preferences of student, 2) outcome-oriented planning, 3) coordinated activities and 4) promotion of movement to post school environments
Mandated “Statement of needed transition services” for all students by age 16
Required instruction, community experiences, and development of adult living objectiveor statement on why they weren’t needed.
Individuals with Disabilities Education Act (IDEA) 1997
Required all special ed to be referenced to gen. curriculum
Mandated in the IEP (by no later than age 16) statement of transition service needs related to student’s desired course of study
Introduced procedure for transfer of IDEA rights to students by age of majority
Required students with disabilities participate in state and district-wide assessments (or rarely alternative assessments)
Individuals with Disabilities Education Act (IDEA) 2004
Changes definition of “transition services” now means coordinated set of activities for a child that is designed to be within a results-oriented process, focused on improving academic and functional achievement of child w/disability
IDEA- Essential elements of transition based on student needs (preference/interest), outcome-oriented, coordinated set of activities, movement from school to post school activities.
Transition and the IEP.
When does it start Federally? In Ohio?
Should students be at IEP meeting?
Proof of ____ is necessary?
16, Ohio 14.
Yes student invited
Proof of interagency collaboration (prove that student and others were invited to the table).
New section of IEP says what?
- Measurable postsecondary goals
○ Education, employment, and independent living- Transition services/activities
Annual IEP goal aligned to transition services
- Transition services/activities
Americans with Disabilities Act
Olmstead vs. L.C.
Prevents discrimination based on disability.
Olmstead- ruling that requires states to eliminate unnecessary segregation of persons with disabilities and to ensure that persons with disabilities receive services in most integrated settings appropriate to their needs.
Why they have low bar areas for wheelchair users.
Do all IEP’s give diploma?
No some only give certificate of completion
Political environments leads to system change: what did these laws do?
* Rhone island DOJ settlement (2014)
* Federal legislations: IDEA, WIOA, HEOA
* Employment First and HCBS Waiver initiatives
Ohio DD adult rules DD changed Nov 2016
Presumes every individual is competent of competitive integrated employment
Sheltered Workshops (and what do people do with their day graph)
work facilities that individuals with ID where they earn sub minimum wage.
14c is section of law that allows sub minimum wage. 2 cents an hour.
Note: Not all sheltered workshops pay subminimum wage.
Most unpaid facility based activity or unpaid community activity. Fewer had paid based facility work, even few had paid job in community
_____ % did not have a paid community job.
Of those that didn’t have one, ______ %wanted a job.
Of those without community job who want one, only ___ % have community employment as goal on ISP.
80% no paid job
47% wanted job.
39% on ISP
Of the 50.2% Ohio 2019 ID employed:
___% facility based job
___% individual competitive job
___% group integrated job
___ % self employed
57.63% facility based job
33.13% individual competitive job
16.02% group integrated job
< 1 % self employed.
Employment First Ohio data for wages:
facility based job
individual competitive job
group integrated job
self employed.
facility based job- 11.05 hr/week, $5.28 per hour
individual competitive job- 13.33 hr/week, $8.02 per hour
group integrated job-20.34 hr/week, $10.49 per hour
self employed- 12.15 hr/week, $9.22 per hour
Workforce innovation and opportunity act (WIOA) of 2014
Reauthorizes of rehabilitation act. Meant to increase access and support to gain and maintain employment
Youth under 22 must receive preemployment transition services (pre-ETS)
Rules in place to prevent direct pipelines to sheltered workshop. Local education agencies (LEA, or school districts) can no longer contract with sheltered workshops
Includes postsecondary education key services for youth with disabilities.
WIOA Section 422 pre-employment transition five things
- Job Exploration Counseling
- Work-based Learning
- Counseling on postsecondary opportunities
- Workplace readiness training
- Instruction in self-advocacy
What act emphasized legitimacy of inclusion, established transition programs for students with ID (TPSID), comprehensive transition programs (CTPs), Think College Standards, and building body of knowledge?
Higher Ed. Opportunity Act 2008
* Funding 2010 to 27 schools * Funding 2015 to 25 schools * Funding 2020 to 22 scholars
What are comprehensive Transition programs (CTP)? What were they replaced by?
Provide guidance and allow students to potentially access federal financial aid via FAFSA and Establishes Satisfactory Academic Progress (SAP)
Replaced by accreditation program.
National organization dedicated to improving higher education for ID. Evidence based and student centered research and practice.
Think College!
In 2014, N=228 programs for those with ID. Today we are at ___ programs across the country. None in ______ .
- Wyoming
Ohio statewide consortia (OSC) in 2014 vs. Now
2014: 7 programs, only 3 CTP
Now: 19 programs, 7 CTPs (including OSU)
National Longitudinal Transition Survey-2:
Special ed in high school ages 13-16, 2000-2010.
___% continued to postsecondary education within 8 years after leaving high school.
Wave 5 interview:
___% postsecondary graduates (2 years vs. vocational vs. 4 years)
___% left prior to completing
60%
41% graduated (41% 2 years, 57% vocational, 34% 4 years)
31% left their most recent postsecondary school prior to completing.
National Longitudinal Transition Survey-2:
__% Accommodations in College vs. ___% accommodations in high school
19% vs. 87%
RISE: Respond Innovate, Support and Empower Act
We are trying to pass this. Why?
Allows college students to use variety of existing documents as proof of disability to seek accommodations (needs to be recent)
Colleges will need to inform students, families, and faculty about available accommodations
Provides money for TA center
Section 504 of rehab act
No discrimination of those with disabilities if you get federal financial assistance or executive agency of USPS
Updates to Section 504 of rehab act
Students with ID in higher ed have full rights under 504
Accommodations and communication support must be provided to students with ID including incidences related to Code of conduct and title IX
There should be due process protection for students with disabilities
Refusal to admit students with legal guardian would be considered violation of 504
What has 117 programs for students earning degrees and got to university through traditional admissions process?
College Autism Network
National Longitudinal Transition Study -2
Employment oucomes
___% students with disability out of high school up to 8 years reported employment, and an average of __ jobs during that time.
Wages $_____ per hour, ___% benefits (vacation, sick leave, retirement, health insurance)
__% had employers aware of disability, __% accommodation
91%; 4 jobs
$10.40, 61%
26%, 7%
National Longitudinal Transition Study-2
Independent Living Outcomes
8 years leaving HS, ___% students with disabilities live independently, __% semi-independently.
___% Friends/Activities weekly
__% computer weekly. ___% Computer daily.
___% of young adults were reported never to see friends outside of organized activities.
__% drive. __% vote.
59%, 4%
77% Friends/Activities weekly
54% computer weekly. 32% Computer daily.
11% of young adults were reported never to see friends outside of organized activities.
78% drive. 71% vote.
Ohio Longitudinal Transition Study (OLTS)
Students before and after graduation.
Students in regular education classes 80% or more of time were ___x more likely to attend any college, ___x more likely to attend 4 year university.
Passing all graduation exams increased attending any college likelihood by __% and 4 year university by __%
1.8x, 2x
40%, 50%
Ohio Longitudinal Transition Study (OLTS):
What were the strongest predictors of employment?
Career and technical Education (CTE) and Work Study.
CTE for 3+ semesters: 1.4x more likely to work, 1.5x more likely to work full time.
WS: 20% more likely to work full time.
**Transformation to competitive integrated employment act:
THIS one will likely NOT pass,** the other will.
Reintroduction
Bipartisan
Establishes TA center
Phases out subminimum wages under section 14c of fair labor standards over 5 years
Freezes issuance of new 14c certificates by labor department
Competitive grants to support states transition to model competitive integrated employment (CIE)
Although the Transformation to competitive integrated employment act won’t likely pass, the DOL is _______ and States are ______.
○ DOL is doing full comprehensive review of section 14C
○ States are moving forward with state legislation.
Evidence Based PRACTICES
- Instructional methods and strategies proven through research to teach specific skills
- Used in classrooms, work sites, and community settings
- Used to teach a variety of skills
List of 11 Evidence based practices:
- Chaining
- Community Based instruction
- Computer assisted instruction
- Mnemonics
- Self-monitoring and self-management
- Video modeling
- Prompting
- Self-advocacy and self determination
- Visual supports
- Mobile technology
- Simulation
Evidence Based PREDICATORS
Predict what yields success for those with disabilities post-secondary school?
Reflect activities, services, and supports.
Associated with higher rates of success as youth enter adulthood
Applied by educators (Gen/special/CTE), Adult services (VR, DD), and DD providers (related services, OT, PT, speech)
The 8 evidence based PREDICTORS
- Collaborative Networks for Student Support
- Individualized Career Development
- Authentic Community Based Work Experience
- Social and Social-Emotional Instruction and Skills
- Academic, Vocational, Occupational Education and Preparation
- Supporting Parental Involvement and Expectations
- Self-Determination, Independent Living Skills Instruction and Skill Building
- Inclusive Practices and Programs
Delivering 8 PREDICTORs increase ______ outcomes in ________
POST SECONDARY OUTCOMES in EMPLOYMENT and INDEPENDENT LIVING
Predictor 1: Collaborative networks for student support.
Where do supports come from? Examples?
- School (educators, transition, career, related services)
- External (counselor, SSA from county board of DD)
- Informal (family, friends, community)
Mentoring programs, transition coordinators in school, connections to community, Counselor and board attend IEP or PCP meeting.
Predictor 2: Individualized Career Development
What are the two principles?
What is Career maturity?
What is envision IT and transition portfolio?
- Career Awareness, 2. Career Exploration
Career maturity developed as increase knowledge of employment, develop realistic goals
Enivision IT: Federal standards relevant to transition, integrated with technology.
Portfolio: resume, CV, Cover letter, application, interview, checklist, powerpoint, etc.
Predictor 3: Authentic Community Based Work Experience
Participation in real life work is a predictor of what?
What two types of work are there? Which is better?
Think College employment findings: __% TPSID employed vs. __% in general population.
Successful adult outcomes
Community and paid work experience. Paid = improved post-school outcomes.
Think College: 59% who did TPSID had job after exit compared to 19% of adults in general population.
Only 32% not working. Some were looking for work, postsecondary education, or unpaid development activities.
Examples: internships, job shadows, volunteering, informational interviews.
Predictor 4: Social and Social-Emotional Instructions and Skills
Why is this extremely important?
Think College: ___% statisfied with social life vs. ___% other adults with ID
Employers report lack of social skills is TOP reason for termination. (Body language, speaking, listening, responding, following direction, social skills facilitate communication and cooperation).
90.5%… 40%.
Examples: Best Buddies, opportunities to practice workplace social skills, access to mental health services, direct instruction of social skills, participation in inclusive extra-curricular activities.
Make sure students part of community in HS.
Predictor 5: Academic, vocational, occupational education and preparation
What is it and when does it happen?
Examples?
Sequence of courses to prepare students for specific career (Transition programs, Occupational courses, Vocational Ed (Career tech ed) Work study)
Occurs at secondary or adult levels
Examples: participating in a CTP program, participation in campus based transition program, career focused coursework, real participation in career center programs, volunteering and community service, part-time job.
Predictor 6: Supporting Parental involvement and expectations
How can you support families?
Family groups?
Involvement means families are active and knowledgeable participants throughout transition planning
Ways you can support families:
* Frequent communication
* Avoid jargon
* Making connections and increasing social capital
* Value the role of family
Examples: Family support and focus groups, surveying families, family events, parents and sibling weekends, input on IEP, PCP, ISP or IPE.
Predictor 7, part 1: Self-determination, independent living skills instruction and skill building
What is self-determination?
Shown through ability to do what?
Self determination: Ability to reflect, self-management and direction
Through ability to make choices, set goals, solve problems, evaluate options, take initiative, and accept consequences.
Predictor 7, part 2: Self-determination, independent living skills instruction and skill building
What are independent living skills necessary for?
Shown through what abilities? Examples?
Independent living skills: the skills needed to function effectively and safely in community
Can be shown through ability to: personal management, interacting with others, daily living, financial management, managing decisions
knowing WHEN to disclose and HOW to disclose. Project STIR. Remote technologies.
Predictor 7, part 3: Self-determination, independent living skills instruction and skill building
Why is self-determination important?
Individuals who score higher on measures of self-determination have more positive adult outcomes.
It prepares students for a more satisfying life
We are trying to overcome tradition of making decisions for students.
Self-determination contributes to overall quality of life.
Predictor 8: inclusive practices and programs
Inclusion refers to ___ and ___, not just access!
Examples?
Participation in inclusive settings during the school years providers opportunities for integration into adult community
Refers to engagement and participation, not just access.
TOPS
TOPS: What is it?
What types of classes?
__% graduates working 27.6 hr/week and earning $13.53 per hour.
2-4 years degree program for ID students. Begin with internships (paid and unpaid) the second semester and continue until graduation.
Two types of classes: Inclusive regular audit courses, program level courses (TOPS SLCs)
Support form education courses.
85%
Self-advocacy plans and person centered planning (PCP) meetings are examples of what?
Self determination
_______ are driven by person centered planning and customized based on student’s career goals, interests, skills, and abilities.
Career development experiences.
The role of interdisciplinary teams
Helping a person find his/her place in society as a productive citizen contributes to the greater good of both the person and the larger community.
