Transcript UDL intro module Metcalf - East Carolina University

Transition Prekindergarten
through Grade 12
for Students in the Adapted
Curriculum
PowerPoint Slides
to be used in conjunction
with the
Facilitator’s Guide
Copyright © 2011, East Carolina University.
Recommended citation:
Fagbemi, M. (2012). Transition prekindergarten through
grade 12 for students in the adapted curriculum – A
PowerPoint presentation for professional development.
Modules Addressing Special Education and Teacher
Education (MAST). Greenville, NC: East Carolina
University.
This resource includes contributions from the module
developer and MAST Module Project colleagues (in
alphabetical order) Kelly Henderson (Facilitator Guide
Editor), Tanner Jones (Web Designer), Diane Kester
(Editor), Sue Byrd Steinweg (Project Director), Bradley
Baggett (Graduate Assistant), and Sandra Hopfengardner
Warren (Principal Investigator).
Session Agenda
• Introduction
• Session Goal and Objectives
• Fundamental Belief- Defining Secondary
Transition
• Plan of the Day
• Student Focused Planning
Session Agenda, continued
•
•
•
•
Interagency Collaboration
Family Involvement
Summary
Evaluation
Introduction
• Disability is a natural part of the human
experience and in no way diminishes the
right of individuals to participate in or
contribute to society.
Introduction, continued
• Improving educational results for children
with disabilities is an essential element of
our national policy of ensuring equality of
opportunity, full participation, independent
living, and economic self-sufficiency for
individuals with disabilities (IDEA, 2004).
Introduction, continued
The Problem
• The Individuals with Disabilities Education
Improvement Act (IDEA, 2004) requires
that children with disabilities have available
to them a free appropriate public education.
– FAPE emphasizes the provision of special
education and related services designed to
meet their unique educational needs and
prepare them for further education,
employment and independent living.
Introduction, continued
• Research indicates that these systems
need improvement.
• Despite years of reform and innovation
on behalf of these systems, children with
disabilities continue to face both
academic and social failure, including
poor post-school outcomes, compared to
their peers without disabilities (Blackorby,
Wagner, Knokey, & Levine, 2007; Sweet-Piantoni, 2010; Wagner,
Newman, Cameto, & Levine, 2006).
Introduction, continued
• In transitioning youth with disabilities
from school to post school activities,
current transitional practices focus on
minimal compliance versus activities that
will assist students to become successful
activities (Patton, 2004; Patton, et al.,1996; Ward & Kohler,
1996) .
Introduction, continued
• These and similar research findings
raise important questions about what
strategies must be implemented for
these systems to develop their ability to
meet the learning needs of children with
disabilities as well as to facilitate their
post-school success.
Session Goal and Objectives
• Post-secondary transition is a process that
begins early in a child’s life and youth with
disabilities are valuable resources to
society.
• Youth potential must be supported and
nurtured by educational programs that are
realistically planned to foster achievement
(Sitlington & Clark, 2006).
Session Goal, continued
• The goal of this module is to provide
pre-service educators with knowledge
and resources for the effective school to
post-school transition of youth with
disabilities.
Session Objectives, continued
Session ObjectivesParticipants will identify:
1. the important components of transition
services under IDEA 2004;
2. the necessary components of a
Transition Plan within an IEP;
3. important principals related to studentfocused planning;
Session Objectives, continued
4. important principals related to student
development;
5. important principals related to
interagency collaboration; and
6. important principals related to family
involvement.
Fundamental Belief- Defining
Secondary Transition
• Secondary transition can be viewed as a
frame-work for decision-making around the
current and long-term future of youth.
• IDEA defines transition services as:
– A coordinated set of activities,
– embedded within a results oriented process,
– a focus on improving the functional & academic
achievement of youth with disabilities as they
move from school to post-school activities.
Defining Secondary Transition,
continued
– Post-school activities are defined as
postsecondary education, vocational
education, continuing adult education,
adult services, integrated employment,
independent living and/or community
participation.
Defining Secondary Transition,
continued
• Transition services:
– are based on the needs of individual
children, taking into account their
strengths, preferences and interests; and
– must begin no later than the first Individual
Education Program (IEP) in effect when
the child turns 16, or younger if determined
appropriate by the IEP team, and updated
annually thereafter.
Defining Secondary Transition,
continued
• An IEP must include:
a. appropriate measurable postsecondary goals
based upon age-appropriate transition
assessments related to training, education,
employment and, where appropriate,
independent living skills;
b. transition services (including courses of
study) needed to assist the child in reaching
his or her postsecondary goals; and
Defining Secondary Transition,
continued
c. not later than one year before a child
reaches the age of majority under state law,
a statement that the child has been
informed of his or her rights under Part B, if
any.
Activity- Defining Secondary Transition
• In small groups, review the IDEA
transition requirements just presented.
• Share your individual experiences with
IEPs of students whose IEPs address
transition services.
Activity, continued
• Consider these questions:
1. How did the transition services in your cases
compare to the definition of transition
services in IDEA, “a coordinated set of
activities, embedded within a results
oriented process, with a focus on improving
the functional and academic achievement of
children with disabilities as they move from
school to post-school activities”?
Activity, continued
– Do you believe the IEPs in your cases
include appropriate postsecondary goals
and transition services? How would you
evaluate their appropriateness and quality?
Plan of the Day
• Listen to an interview with Jake, a 21year-old man with sensory impairments
at
http://mast.ecu.edu/modules/t_sac/lib/m
edia/fagbemi_p1.html.
Plan of the Day, continued
Jason
• Then there is Jason, a 19-year-old with
sensory impairments and a mild learning
disability, whose favorite mode of
communication is basic sign language.
• Uses a white board to communicate with
people who cannot understand his speech
or sign language.
Plan of the Day, continued
• Characteristics of Jason:
– lives with his 2 older siblings and parents;
– loves playing online video games and has
expressed a desire to be a computer
programmer just like his father;
– spends his free time in the computer lab
chatting with his family online;
– enjoys going to class;
Plan of the Day, continued
– although he doesn’t have any friends he likes
to approach his classmates and engage them
in conversation using his white board.
• Jason’s teacher would like to improve his
spelling so that he can engage his
classmates more successfully. She also
feels that if Jason wants to eventually get
a job he will needs to learn to not be so
easily distracted by other classmates.
Plan of the Day, continued
• His teacher did not think that Jason’s
career choice as a computer programmer
was realistic and video games should
remain as one of his recreation options.
• His IEP team based upon these
challenges thought it would make sense if
he were exposed to other employment
opportunities that would not exploit his
deficits.
Plan of the Day, continued
Consider:
• What would you do in this situation?
• What obstacles can you think of that
impede successful educational
outcomes?
Student Focused Planning
• Watch the video at
http://mast.ecu.edu/modu
les/t_sac/lib/media/fagbe
mi_p2.html. Jake
conveys his thoughts
about community work
experience as a part of
the transitioning planning
process.
Student Focused Planning,
continued
• Student-focused planning is based upon
the legislative requirement that transition
services must be grounded upon the
individual needs of children, taking into
account their strengths, preferences and
interests.
Student Focused Planning,
continued
3 actions for student focused planning:
1. Youth must be actively involved in their IEP
and transition planning and decision making.
2. Comprehensive and age-appropriate transition
assessments related to training, employment,
and independent living (when appropriate)
must guide the planning and decision-making
process.
3. Youth must actively reflect & evaluate
progress (Kohler & Field, 2003).
Student Focused Planning,
continued
• Overall, research in the field emphasizes
the importance of involving youth in their
own IEP planning process.
– Research reinforces the notion that youth are
capable of acquiring the necessary skills to
participate in and even lead their own IEP
meetings (Test, Mason, Hughes, Konrad, Neale, & Wood, 2004).
– Youth participation adds relevance and
meaning to youth’s programs and provides
them with important lifelong skills (Benz et al., 1997)
Student Focused Planning,
continued
• Watch the video of Jake talking about selfdetermination at
http://mast.ecu.edu/modules/t_sac/lib/medi
a/fagbemi_p3.html
Student Focused Planning,
continued
• Beyond individualizing the transition
planning process, involving youth in their
own transition planning provides them with
important lifelong skills.
• Most notable is self-determination, a
combination of beliefs, knowledge, and
skills that make it possible for an individual
to engage in goal-directed, self-regulated,
autonomous behavior (Algozzine et al, 2001).
Student Focused Planning,
continued
Student Development
• Student development refers to practices
that facilitate the movement of youth from
school to post-school activities.
Student Focused Planning,
continued
Student development practices include:
a. academic such as reading and math skills;
b. social skills;
c. leisure skills;
d. employment such as specific employment
skills, job seeking, and work related behavior;
e. self-determination such as self-advocacy,
problem-solving, choice making skills, and
f. independent living such as self-care, personal
finance, and safety skills.
Student Focused Planning,
continued
• Student development activities are most
effective when they are practiced in a
variety of environments.
• Assessment and progress monitoring
should be integrated throughout student
development activities to ensure that
the development strategies are effective
and that students are making progress
(Kohler & Field, 2003).
Interagency Collaboration
Antoine
• Characteristics of Antoine:
– 15 year old deafblind man living at home
with his mom;
– uses his cochlear implant and basic sign
language to communicate with his friends;
– is an excellent communicator and can make
his needs understood with individuals in his
community;
Interagency Collaboration, continued
– would like to work in the automotive industry
as a General Motors mechanic just like one of
the men who help his mom at the service
station.
– has some experience cleaning cars and
learned how to do basic monthly
maintenance of his mom’s car.
Interagency Collaboration, continued
• The team at the Hillcrest Academy for the
Deaf thought that because Antoine had
valuable work skills and would be highly
motivated to work his IEP should include
on campus experiences cleaning the
school vans.
• On the days he was not cleaning the vans
he would make sure all the keys were
returned between daily trips.
Interagency Collaboration, continued
• Antoine’s mom participated in his IEP
and expressed concern that although her
son was not on the academic track she
still wanted him to be functionally literate.
• She shared that, like his father, he would
need these things to excel at his trade.
Interagency Collaboration, continued
• His mom asked that the team expand his
limited number of program options.
• She asked that the team look beyond the
overemphasis on academic and clinical
strategies. She wanted his life to be based
upon his interests and the world of work.
• The team invited a vocational rehabilitation
counselor to assist in planning his school
to work transition.
Interagency Collaboration, continued
• With the support of an advocate,
Antoine’s mom challenged the team to
do more than identify services.
• The team from school and adult services
established a common understanding of
communication protocols, shared goals
and student needs.
Interagency Collaboration, continued
• Antoine agreed to continue with his on
campus experience but would also be
prepared to work in the community.
• His teachers would customize his plan
so that he could acquire more “hard
skills” to do those things that would be of
value to an employer.
Interagency Collaboration, continued
• With a common language and
communication protocol, Antoine’s school
and adult service provider would provide
the foundation to invite other collaborators
to serve Antoine’s best interest.
• Previous research has documented the
critical role of interagency collaboration for
providing transition services to youth with
disabilities (Benz & Lindstrom, 1997; Hasazi, Furney, &
DeStefano, 1999; Kohler, 1993).
Interagency Collaboration, continued
• The characteristics of effective
interagency collaboration include:
– written agreements that structure the roles
and responsibilities of participating
agencies, and
– cross-agency professional development to
support the collaborative activities of school
and agency staff.
Interagency Collaboration, continued
• An analysis of analyzed transition plans
from 100 students found that
interagency representatives rarely
attended transition meetings and that
most of the time the student was not
present to represent himself/herself (Defur,
Getzel and Kregel, 1994).
Activity- Interagency Collaboration
• In pairs, review the description of Antoine.
Thanks in part to the advocacy of his
mother, Antoine’s team from school and
adult services is in a position to be
effective in planning for meaningful
services and experiences.
– Reflect on the summary of research just
presented and discuss what opportunities at
collaboration you see for the team?
Family Involvement
• For years, research within the field of
special education has defined the
relationships between parents and
professionals as necessary partnerships
(Blue-Banning, Summers, Frankland, Nelson, & Beegle, 2004;
Cooper & Christie, 2005; Dunst, 2002; Lopez, Kreider, & Coffman,
2005; Sweet-Piantoni, 2010).
Family Involvement, continued
• If parents and professionals wish to be
truly successful with appreciating and
addressing the strengths and needs of
children with disabilities, they must be
able to work collaboratively within longterm partnerships (Blackorby et al., 2007; Fullan, 2007;
Henderson, 2002; Henderson & Mapp, 2002; Newman, 2005; Pinkus, 2006).
Family Involvement, continued
• Families play a role in developing
youths’ frame of reference to available
career and independent living goals.
Many youth seemed to have arrived at
the career goals through the informal
role modeling of family members
(Morningstar, Turnbull, & Turnbull, 1995).
Family Involvement, continued
• Watch the video of Jake talking about
parent involvement at
http://mast.ecu.edu/modules/t_sac/lib/m
edia/fagbemi_p5.html.
Family Involvement, continued
It takes a village
• Characteristics of Rosario:
– 20 years old, nonverbal woman who lives with
her mom at home;
– communicates using gestures and behavior;
– is graduating with a special diploma and mom
is hoping to find placement for her at a group
home where she can learn independent living
skills and eventually obtain her first job.
Family Involvement, continued
• Rosario’s team at Westbrook High
recognized the need for individualized
planning with an emphasis on prevocational work experiences on campus.
• They reasoned that she since she was not
a candidate for community college and
had reached her developmental maximum
in her academically community options to
work made the most sense.
Family Involvement, continued
• Rosario has worked in the cafeteria
washing tables and also washing and
stacking the food trays.
• The family always attended IEP meetings
but did not participate in the actual
development of the plan and were not
accustomed or comfortable with
questioning the professionals who
developed the plan.
Family Involvement, continued
• The family would quietly wish that the plan
focus more on her communication to
improve her chances at acquiring and
retaining a job.
• They did not think that Rosario liked her
work experiences because she refuses to
do similar tasks at home.
Family Involvement, continued
• Rosario’s parents did not feel comfortable
with their daughter’s transition but with
limited knowledge of the process they
decided to trust the team….
• What are the benefits of having Rosario’s
family more involved in her schooling?
• What barriers can you think of that might
make this difficult?
Summary
• Secondary transition is an important
framework for decision-making around
the current and long-term future of youth.
• Professionals need to understand the
components of transitions services and
assessment within IDEA.
• This session covered important aspects
of student focused planning, student
development, interagency collaboration,
and family involvement.
Summary, continued
• UDL takes the best practices of
teaching, including differentiated
instruction, and offers a framework that
can help teachers plan more effectively
from the start so they don’t have to
“retrofit” their lessons after a problem
occurs.
Summary, continued
• In UDL settings, teachers assess their
individual learners to determine
strengths, interests, and needs. This
information is then used to consider
multiple ways of presenting content,
engaging learners, and giving
responses/showing what they know.
• The infusion of technology tools and
collaboration increases this flexibility.
Focus and Reflection Questions
1. This session opened with the statement
“Specific to the transitioning of youth
from school to post school activities,
there is concern that current transitional
practices with children with disabilities
focus on minimal compliance activities
versus activities that will assist students
to become successful.” What activities
have you identified that will help
develop meet the learning needs of
children with disabilities to facilitate their
post-school success?
Focus and Reflection Questions,
continued
2. At what age or stage of development
should a student become engaged in
community involvement? Discuss
reasons, options, and barriers.
Application and Extension Activities
• Visit the Transition Toolbox at the
PEPnet 2.0 Web site at
http://www.pepnet.org/transitiontoolbox .
Explore the materials available and
select one resource in the Materials for
Parents section to review further.
Reflect on how these resources will
benefit you in the future. As time
permits, explore the Web resources to
become familiar with additional
resources.
Self-Assessment
• A self-assessment with response
feedback is available at
http://mast.ecu.edu/modules/t_sac/quiz/
• Participants may take this assessment
online to evaluate their learning about
content presented in this module.
Session Evaluation
• A form for participants to evaluate the
session is available or in the Facilitator’s
Guide.