Transcript TRANSITION BASICS - Special education
TRANSITION BASICS
It Begins In Elementary School
THE PARENT RESOURCE CENTER CONROE INDEPENDENT SCHOOL DISTRICT
The Walter P.JETT Continuing Education Center 601 W. Lewis Street, Room 104 Conroe, Texas 77301 936 709-8210
PARENT LIAISONS
Judie Hunter Barbara Grogan
What does Transition mean?
What does transition mean to parents?
What happens when the bus stops coming?
Where are my supports?
THE ANSWER IS
:
Be prepared
Knowledge is power
Do your homework starting now.
What does transition mean to educators?
Transition is results-oriented All About Community Participation
Post-secondary Education Employment Independent Living Social/Recreational/Leisure Agency Supports for Adult Services
Success requires intentional supports
ADVOCACY ROLE
Students must have permission to dream and permission to fail to learn from their mistakes Students must learn to become self advocates Parent’s role changes to be an active case manager
ADVOCACY ROLE
As a team, parents/students must be consistent, persistent, and follow through Keep Transition Notebook Don’t ever Give Up!
PURPOSE TODAY
Help you connect the dots between school and community as your child transitions to adulthood Education/ARD Process Changes IDEA 2004 Agency maze Medicaid waiver programs Urgency of planning
“
Raising your expectation level ”
FEDERAL LAW IDEA 2004 FAPE
TEXAS REGULATIONS FOR TRANSITION
All youth with disabilities, beginning at age 16 or younger, when appropriate, receive individualized, coordinated transition services, with an outcome oriented process
WHAT’S NEW?
Annual goals in general curriculum are no longer the focus Transition services must have appropriate, measurable post-secondary goals based on age appropriate transition assessment related to training, education, employment, and independent living skills Students must be invited to their ARD Appropriate agencies are invited to the ARD
TRANSITION PLANNING
Begins with the “End” in Mind
Regulations require interests and strengths be included in the IEP ARD committee must document transition planning by data collection
CORE AREAS
ADDRESSED
Employment Further Education/Training Daily Living Skills Leisure activities Community Participation Health Self-Determination Social Skills
ARD COMMITTEE
REVIEWS DATA
Develop a “a coordinated set of activities” to meet the interests and needs of the student
Facilitate movement from school
post school Improve academic-functional achievement Includes instruction, related services, community experiences , employment
,
and post school living objectives
WHAT IS A POST SECONDARY GOAL?
The answer is an outcome occurring “after” school Examples
:
I will attend a 4 year college I will enroll in a certificate program I will participate in on-the-job training
WHAT IS “AGE-APPROPRIATE”?
Goals are broad for a younger student and become more specific as graduation approaches
LIFE AFTER HIGH SCHOOL
Graduation is end of entitlement Protection of IDEA 2004 no longer applies No ARDS ……. No IEPS Identification of disability needs is no longer through FAPE and the assessment process Self-determination PREVAILS!
ADULT SERVICES THE DIFFERENCE Office of Civil Rights (OCR) enforces Section 504 and American Disability Act (ADA). Services are dependent on Self Advocacy Persons must disclose disability to receive accommodations Persons must know their rights and responsibilities Assume case management role
EDUCATION’S ROLE
Prior to TRANSITION ARD
Begin data collection with parent and student input Informal assessments identify competencies, preferences, and areas of need Agency invited and documented Letter of invitation sent to student to sign and return
IN THE NEAR FUTURE
Districts will be required to submit follow up reports on students’ post graduation success Can these questions be answered YES or NO?
1. Were post-secondary goals achieved?
2. Were the goals measurable?
AGENCY MAZE
STATE AGENCIES Department of Human Services ( Offices for Medicaid, Food Stamps, Temporary Assistance for Needy Families, Children’s Health Insurance Program )
Department of Assistive and Rehabilitative Services (DARS) Services for the Blind/Visually Impaired Services for Deaf and Hard of Hearing Early Childhood Intervention Department of Aging and Disabilities Services (DADS) Department of State Health Services (DSHS) Department of Family & Protective Services
FEDERAL AGENCIES
Social Security Administration
DADS – Funds through MHMR Services for Mental Retardation
Service Coordination Vocational Assistance Residential Supports Specialized Therapies Day Habilitation
Respite In-home/Family Support Behavioral Supports Community Supports Nursing
DSHS –
Funds through MHMR
Services for Mental Health Psychiatric Consults Medication Counseling Limited Residential Supports Hospitalization Vocational Assistance Service Coordination
DARS – Job Training and Supports Rehabilitation
Vocational Assessment Psychological Assessment Continuing Education/Job Skills Job Acquirement Job Coaches Equipment Job Appearance Counseling Medication Resources
SOCIAL SECURITY
All about WORK and permanent status of CAPABILITY to produce income.
Eligibility and Age (18) Supplemental Security Income, Social Security Disability Insurance, Survivor Benefits Must have less than $2,000 in assets
MEDICAID WAIVER PROGRAMS
(Parents income is not an inhibitor)
6 Basic Programs
HCS – Home and Community Based Supports TxHmL – Texas Home Living Interest List through MHMR Centers MR or Autism (75 or below IQ) Eligibility MDCP – Medically Dependent Children’s Program CLASS – Community Living Assistance and Support Services CBA – Community Based Assistance DBMD – Deaf Blind/Multiple Disabilities
HCS – GOLDEN LIST
Residential Assistance Foster/Companion Care Supported Home Living Supervised Living Residential Support Adaptive Aids Nursing
HCS SERVICES
Dental Treatment Minor Home Modifications Counseling and Therapies Respite Day Habilitation Supported Employment
URGENCY OF PLANNING
Interests lists for support services are years long (CLASS, HCS, MDCP) Day programs have waiting lists and are sparse Consider needs for transportation Be informed of pros and cons of guardianship at 18 years Develop and expand support circles
URGENCY OF PLANNING
Visit colleges
/
certificate programs Attend conferences, workshops, transition/resource fairs Educate yourself on estate and financial planning – special needs trusts and wills Join appropriate support and advocacy organizations
EMPOWERMENT
WEBSITES
TRANSITION www.tea.state.tx.us/special.ed
.
http://.pacer.org/tatra/list/signup.asp
http://www.ncset.org
WAIVER GUIDE AND TOOL KIT www.imagineenterprises.com
STATE AGENCIES www.mhmr.state.tx.us
www.dads.state.tx.us
www.dars.state.tx.us