Transcript Document

T R A N S I T I O N S E RV I C E S :
BRIGGS
CO N T I N U I N G E D U C AT I O N
CENTER
Introduction
The Briggs Continuing Education Center is designed
to support young adults, ages 18-25, who are
transitioning from high school to:
 Post-secondary education
 Competitive employment
 Independent/Community Living
“I like that in Briggs Center we are very
independent, but if we need help, we can get that
help.”
Transition Services
BACKGROUND
Individuals with Disabilities Education Act (IDEA)
Transition Services
The term “transition services” means a coordinated set of activities for a child with
a disability that:
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Is designed to be within a results-oriented process, that is focused on improving the
academic and functional achievement of the child with a disability to facilitate the
child’s movement from school to post-school activities, including postsecondary
education, vocational education, integrated employment (including supported
employment); continuing and adult education, adult services, independent living, or
community participation;
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Is based on the individual child’s needs, taking into account the child’s strengths,
preferences, and interests; and
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Includes instruction, related services, community experiences, the development of
employment and other post-school adult living objectives, and, if appropriate,
acquisition of daily living skills and functional vocational evaluation.
[34 CFR 300.43 (a)] [20 U.S.C. 1401(34)]
Transition Planning
Transition planning is a process that brings together
a student and those individuals directly involved in
helping the student prepare to enter a post-school
environment.
It is designed to ensure that the student will be
provided the necessary skills and services to make a
smooth transition from school to adult life with as
little interruption as possible.
Chapter 285
Beginning at age 14 or sooner if determined
appropriate by an individualized education
program team, school age children with
disabilities shall be entitled to transition
services and measurable postsecondary
goals, as provided under the federal
Individual with Disabilities Education Act,
20 USC sec. 1400, et sec. 1
Briggs Program
OV E RV I E W
Location
The Briggs Center is located in downtown Danielson, CT.
It is in walking distance to the public library, various
restaurants, banks, and multiple stops for the Northeast
Transit District public transportation bus line.
Curriculum
Briggs utilizes the Brigance Transition Skills Curriculum to address
all of the areas put forth by IDEA.
The following are examples of subjects that are taught as part of the
transition curriculum:
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Housing acquisition/leases
Budgeting
Banking and credit
Time management
Personal safety (in the home and community)
Legal awareness
Employment
Community service
Career planning
Healthy relationships
How do we get started?
First we need to understand the students needs,
preferences, and interest.
Person Centered Planning
 Person-centered planning is a process-oriented approach
to empowering people with disability labels. It focuses on
the people and their needs by putting them in charge of
defining the direction for their lives, not on the systems
that may or may not be available to serve them. This
ultimately leads to greater inclusion as valued members of
both community and society.
Student Vision
The vision should be a results-oriented process, that is
focused on improving the academic and functional
achievement of the student with a disability to facilitate the
students movement from school to post-school activities,
including:
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Post-secondary education
Vocational education
Integrated employment (including supported employment)
Continuing and adult education
Adult services
Independent living
Community participation
Developing a Vision
Given the personal information that is gathered, a
vision can then be developed.
Employment
 Which jobs have you enjoyed?
 What jobs would you like to learn more about?
 What things are important to you in a job (salary, benefits,
hours, location, transportation)?
Residential
 Where will you live when you graduate?
 Who will you live with?
 What skills do you need to live independently?
Post-Secondary Education
 What kind of education do you need to meet your
career goal?
 How will you pay for your education?
Community Participation
 What are your hobbies?
 What do you like to do in your free time?
 What community activities would you like to do?
Vocational Preparation
The goal at Briggs is for every student to participate in
employment that meets their individual level of
need.
This may be accomplished through:
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On Campus Employment
Young Apprenticeships
Job Training Programs
Competitive Employment
Vocational Skills
Vocational
Assessments
Briggs
Program
Competitive Community
Employment
Residential
Program
Volunteering in the
Community
TLC
On-campus
Employment
Community Vocational
Experience with
Job Coach
Community Vocational
Experience
Q.V.C.C. Certification
Programs
Work
There are no IEPs in the world of work. However, youth
with disabilities have rights under the Americans with
Disabilities Act and Section 504 of the Rehabilitation Act
of 1974.
These civil rights laws prohibit employers from
discriminating against youth with disabilities.
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The youth must have the skill, experience, education and other jobrelated requirements of the position and be able to perform
essential functions of the job with or without reasonable
accommodations.
To be eligible for reasonable accommodations, the youth
must have a disability and be qualified for the position
that they are applying for.
Vocational Sites
Becky at Westview
Finley at NECOGG
Community Education
The students at Briggs attend many community events
such as job fairs, and CTWorks workshops and
trainings.
They also have the opportunity to do job shadowing and
informational interviewing at local businesses.
Job Fair
CPR Certification Class
Independent Living Skills
Day Students
Residential Students
Readiness for Assisted
Living
Assisted Living
On Campus Apartments
Community Apartments
Meal Prep Practice
Briggs Apartment Living
 Allows students to have increased opportunities for
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independence while being mentored under conditions of
community experiences.
Provides an experience that maintains therapeutic contacts
and focuses on social skills applications.
Is a prerequisite experience to apartment living in the
community.
Aims to increase independence and community
involvement – provides support and monitoring to students
who are ready for the next step toward more independence.
Access to TLC staff support 24 hours a day.
Briggs Apartments
Post Secondary Education
Many of the students at Briggs
choose to go on to post secondary
education.
Tech or Trade School
Continuing Education
Courses
(certificate or degree)
On-Line Classes
Community Adult
Education Classes
College
It is important to know that there are no IEPs in college and,
while services under Section 504 of the Rehabilitation Act are
available, there are no 504 plans either.
Supports in college are very different from the supports and
services available in high school.
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This means they must be able to explain their disability, provide current
documentation of their disability and describe exactly what they require for
accommodations.
Tip
Learning about their rights and responsibilities after high
school is an important aspect of transition planning and
should be included as a Transition Service in the IEP.
For more information on Section 504 and rights and
responsibilities in college, check out the US DESE’s
brochure:
http://www.ed.gov/about/offices/list/ocr/transition.html
Clinical Importance
Intricacies of Young Adulthood
When working with students in this phase of life, it is important to
be aware of the ways in which their disabilities, chronological
age, developmental age, social expectations, and self-confidence
become confusing for the students.
Remember: Most students want independence but are not yet
ready to handle the responsibility. This process can be scary.
It is important to:
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Note successes to build confidence
Build positive strategies (budgeting, meal planning, etc) for future
application
Identify and use coping strategies
Develop support system
Post-TLC
W H AT S E RV I C E S A R E AVA I L A B L E W H E N
T H E S T U D E N T S L E AV E T L C ?
Bureau of Rehab Services (BRS)
BRS serves anyone with a physical or mental disability (except
for blindness) that makes it hard to find or keep a job.
Beyond assistance in finding employment they also provide
support in the following areas:
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Self Advocacy
Transportation
Personal Assistance
Housing
Benefits
Drivers Training
Department of Mental Health Adolescent Services
(DMHAS)
DMHAS – Young Adult Services (YAS) was developed to help young adults transition
successfully from the Dept. of Children & Families to the adult mental health system and to
achieve the necessary skills for adulthood.
Our Mission
Our mission is to improve the lives of young people by providing the highest quality services
possible. We do this by forming a partnership with the individual, their family, identified
significant persons, and with other community service providers. By doing so we create a
“community of care” that fosters mutual respect and individualized client centered treatment.
Who We Serve
In order to be considered for Young Adult Services, an individual must be between the ages of 18
and 25 with a history of DCF involvement. They must also have a history of a major mental
health problem.
YAS Program Locations
Young Adult Service programs have been developed at community mental health agencies
throughout Connecticut.
Department of Developmental Services
DDS Funded Day Services:
SUPPORTED EMPLOYMENT - These include supports to help individuals work as a
paid employee in work settings that also employ people without disabilities. These
services assist individuals find and apply for jobs, and offer job coaching support to
people once work is secured. This service includes individual and group supported
employment. This service is designed to provide support and supervision but is not
intended to provide ongoing long term 1:1 support to help a person complete their
work activities.
GROUP EMPLOYMENT - These include sheltered workshops and day support
options. These services are provided in a facility-based program that focuses on
developing meaningful skills in the area of work, socialization and community
participation.
DDS Continued
INDIVIDUAL DAY - This waiver service includes individually tailored supports that
help consumers gain or maintain skills to participate more fully and productively in
work, leisure or community activities. This may include the development of
independent functioning skills, relationship skills, exploring job interests or retirement
programs. It can also provide funds for staff supports for individuals who have their
own businesses.
DAY SERVICE OPTION -Day Support Options (DSO). Supports to participants that lead
to the acquisition, improvement, and/or retention of skills and abilities to prepare a
Participant for work and/or community participation, or support meaningful
socialization, leisure, and retirement activities. Supports include the development,
maintenance or enhancement of independent functioning skills including but not
limited to sensory-motor, cognition, personal grooming, hygiene, toileting, assistance in
developing and maintaining friendships of choice and skills to use in daily interactions;
the development of work skills; opportunities to earn money; opportunities to
participate in community activities.
Information for Parents
 At the age of 18, a child is considered to be an adult
even if he/she has a disability. The parent may want to
consider guardianship or conservatorship if the child
will need continuing support to make decision or sign
documents involving:
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Residence
Educational, vocational or behavioral programs
Release for clinical records or photographs
Medical or dental care
Entitlements
 When a child turns 18 and is considered an adult with
disabilities, financial assistance may be available form
US Government Supplemental Social Security (SSI)
 The application should be filed a month before the
child’s 18th birthday
 The individual may also qualify for assistance under
the Department of Social Services such as medical
insurance (Title XIX).