Transcript Slide 1

Improving Transition Outcomes for Young Adults with
Complex Disabilities including Deafblindness
“An Emphasis on Beliefs, Planning, Curriculum and
Coordination”
presented by
Jerry G. Petroff, Ph.D.
2008 Transition/Parent-Educator Connection
Conference
Reach for Success
February 18-19, 2008
What do we know about the Post-School
Lives of Youth with Complex / Significant
Disabilities?
Historical and Research Context
What are the factors that promote youth with
deafblindness to transition from school to
successful adult lives within their
communities?
Then . . . Now
Prior to 1999
 No reliable Post-School
Data
1999
 1st National Post-School
Study
Today
 NFADB Family Study
 Pilot 2nd National PostSchool Study
National Transition Follow-up Study
of
Youth Identified as Deafblind

Characteristics of Youth Identified as Deafblind

Post – Secondary Experiences

Post – School Experiences
National Transition Follow-up Study of
Youth Identified as Deafblind
“Parent Perspectives”
(Petroff, 1999)
WHAT THE STUDY REVEALED ABOUT
PLANNING AND EDUCATIONAL PROGRAMS

The majority of students did not received adequate transition
planning;

Only 40% of the students’ and/or parents’ interests and preferences
were identified as a component of the transition planning process;

Only 12% of youth and their families were involved in personcentered planning;

Of those who engaged in transition planning, the majority didn’t
begin until one year prior to school exit;

A very few number of students received community based
experiences (vocational or otherwise)
The Post-School Lives of Youth with
Deafblindness
by
Families Across America
National Transition Follow-up Study of
Youth Identified as Deafblind
“Parent Perspectives”
(Petroff, 1999)
WHAT THE STUDY REVEALED ABOUT
PLANNING AND EDUCATIONAL PROGRAMS

The majority of students did not received adequate transition
planning;

Only 40% of the students’ and/or parents’ interests and preferences
were identified as a component of the transition planning process;

Only 12% of youth and their families were involved in personcentered planning;

Of those who engaged in transition planning, the majority didn’t
begin until one year prior to school exit;

A very few number of students received community based
experiences (vocational or otherwise)
2nd National Transition Follow-up Study
of
Youth Identified as Deafblind
“Parent Perspectives”
[Petroff, 2008]

Research question(s) remain the same, with the exception
that there is further inquiry into the effects of education
under No Child Left Behind and related federal policies;

The study structure remains the same with some updates
related to terms and inclusion of characteristics;

The reporting process is expanded through an on-line survey
response; in-person interviews and telephone interviews
National Transition Follow-up Study of
Youth Identified as Deafblind
2007 Pilot Study

Data suggests that there is an improvement in the secondary
educational experiences of youth with deafblindness (access to the
general education curriculum as compared to the original 1999 study

Data suggests that there is no improvement in employment
outcomes for youth with deafblindness as compared to the 1999 study

Data suggests that more youth are volunteering than working

Data suggests that there youth remain primarily living with their parents;

Data suggests youth who are deafblind continue to be isolated within
their communities.

Transition planning is much more deliberate yet maybe yielding similar
results;

Parents and others are aware of the concepts of transition planning
Transition Survey
2007

Ranking of Important Aspects of Post-School Lives

Areas that parents would want control

Barriers and Challenges

General Data regarding current living and employment
RESULTS
To find the KEYs to successful
transition from school to adult life for
youth with complex needs . . .
Transition Planning
and compatible
Educational Programs and Services
ORIGMAI Activity
Lessons in Making Transitions
What did we learn?
It’s not easy!
It’s difficult to get it perfect, if not impossible.
It’s easier with help.
It looks different each time.
You need the right kind of paper (resources).
Some are more difficult to make than others.
It takes time!
You need the directions.
Mandates
Values
Practice
Exploring
Our
Values / Beliefs
And
Assumptions
Practices will not change until beliefs, values
and skills change.
National Transition Network, 1997
Clarifying our Beliefs
and
Articulating our Assumptions
regarding the transition from
School to Adult Life
Why is this a critical first step for engaging in
planning and provision of support for youth with
significant and complex disabilities?
Beliefs and Assumptions
regarding the
Transition and Post-School Lives of Youth with Disabilities

All students should leave school equipped to be successful, interdependent
adults.

Adult Life is more than work and care.

All students can and have the right to become adult citizens of their
community.

Each student’s voice must guide the transition process.

Families are a critical component to the planning and success of any youth’s
transition from school to adult life.

Each family has its own unique culture that must be respected as factor in the
planning and support of youth in transition.

Quality of life is defined by the individual.
Assumptions related to competency
require attention to the developing of skills
in self efficacy or self-determination
CONTROL
Opportunities / Choices
Honor Preferences
Acknowledge
Communication
Self Determination
“An Underlying Concept for Successful Transition”
●
The inherent right of individuals to
assume control of and make choices
that have an impact on their lives
●
The right to assume control of one’s life
●
Refers to personal attitudes and abilities that facilitate
an individual’s identification and pursuit of goals. The
expression of self determination is reflected in personal
attitudes of empowerment, active participation in decision
making, and self-directed action to achieve personally valued
goals
Powers et. Al., 1996
What factors can influence a child’s
growth in self-determination?
Balancing Risk with Challenge
Building Competencies and Strengths
Increasing Opportunities for Personal Mastery and Independence
Providing Positive and High Expectations
Assuring meaningful Roles within the Home, School and
Community
Support and Encourage Friendships Building
How do your young adults
self-determine?
Skills Linked to Self-Determination
Choice Making
Decision Making
Problem Solving
Goal Setting /Attainment
Self-Awareness
What are the challenges to SelfDetermination for Students and
Young Adults with Complex and
Significant Disabilities ?
□
Communication
□
Access to the Environment
□
Freedom and Independent Control
Transition Mandates
Changes and Implications of the
Recently REAUTHORIZED IDEA
2004 regarding Transition from
School to Adult Life for Youth with
Severe Disabilities
Transition Mandates
(1)(A) to ensure that all children with disabilities have
available to them a free appropriate public education that
emphasizes special education and related services
designed to meet their unique needs and prepare them for
further education, employment, and independent living.
Transition Mandates
PLANNING
The 2004 reauthorized IDEA( H.R 2004) requires EA
required transition planning as part of the IEP
process for all students with disabilities who are 16
and older.
For each student with a disability (VII) beginning not later than the first IEP to be
in effect when the child is 16, and updated annually, thereafter(aa) Appropriate measurable postsecondary goals based up age
appropriate transition assessments related to training, education,
employment and, where appropriate independent living skills;
(bb) the transition services (including courses of study) needed to assist
the child in reaching those goals
.
Transition Mandates
Definition
of
Transition Services
(34) The term transition services means a “coordinated set of activities for a child with a
disability that –
(A) 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 pose-secondary education,
vocational education, integrated employment (including supported employment), continuing
and adult education, adult services, independent living, or community participation;
(B) is based on the individual child’s needs, taking into account the child’s strengths,
preferences, and interests; and
(C) includes instruction, related services, community experiences, the development of
employment and other post-school adult living objectives, and when appropriate, acquisition
of daily living skills and functional vocation evaluation.
Making Sense of the Mandates
Course of Study
Coordinated
Set of Activities
Transition
Services
Results-Oriented
Process
and then assessing for transition with the
mandates and values in mind
Transition Assessment
What is the purpose of Assessment for
Transition from School to Adult Life?
►
To determine a student’s preferences and
interests
►
To determine long term post-school outcomes:
Living, Work; Community Participation
►
To determine the support and services needed
►
To identify the priorities of the family
Other Assessment Objective ?
What do you Assess ?
 Preferences & Interest of the Youth
 Strengths & Talents
 Communication & Social Skills
 Assistive Technology
 Past Experiences
 Health and Physical Limitations
 Support Needs
 Home, School and Community FUTURE Environments & Opportunities
 Functional Skills
 Barriers
What Else ? ? ? ?
How do you put this all together for youth
with complex / significant disabilities?
Let’s try to go through the process
Who is Helen?
A 16 year old young woman who uses
tactile American Sign Language; Braille
literacy on grade level (High School);
enjoys quiet nights at home reading;
talented speaker; demonstrates a thirst
for knowledge.
What are Helen’s Support Needs ?
Uses an intervenor (Annie); has relatively
good O& M Skills with the use of a cane
and sighted guide; has excellent personal
care skills but has become accustom to
people assisting her (so has a tendency
toward prompt dependence; reads and
writes in Braille; has a very supportive
family; needs some level of assistance in
skills of daily living especially in the
dining room.
What is Helen’s Educational and Service
History?
Has had a one-to-one teacher trained in the
education of children with deafblindness;
educated in a variety of natural settings; all related
services were provided by her teacher; a highly
academic curriculum supported by a functional
activities based instructional program
Comprehensive Transition Protocol
Identify Post-School
Outcomes
Course of
Study
Transition
Services
Strengths
Preferences & Interest
Goals and Objectives
Student Instructional
&
Curriculum Needs
Petroff, 2003
STEP 1
Comprehensive Transition Protocol
Identify Post-School
Outcomes
□ Interview / Survey Student
□ Conduct Career Inventory
□ Conduct a PATH
Course of
Study
Transition
Services
Strengths,
Preferences & Interest
□ MAPs involving Parents/Annie
□ Develop Video Resume
□ Portfolio of Accomplishments
to date
□ _________________
□ _________________
□ _________________
Goals and Objectives
Student Instructional
&
Curriculum Needs
□ Direct Assessment of Academic
□ Battery of Situational Assessment
□ Related Services Assessments
□ _________________
□ _________________
□ _________________
□ _________________
□ _________________
□ _________________
Petroff, 2003
STEP 1
Comprehensive Transition Protocol
Identify Post-School
Outcomes
□ Get Accepted to an Ivy College
□ Develop a Vaudeville Act
□ Develop a Social Network
Transition
Service
Needs
Needed
Transition
Services
Strengths
Preferences & Interest
□ _________________
□ _________________
□ _________________
□ _________________
□ _________________
□ _________________
□ Great Literary Skills
□ People Person
□ Well Spoken
Goals and Objectives
Student Instructional
&
Curriculum Needs
□ Alternate Format Materials
□ One-to-One Instruction / Intervenor
□ O&M Services and other
□ _________________
□ _________________
□ _________________
Petroff, 2003
STEP II
Comprehensive Transition Protocol
Identify Post-School
Outcomes
□ _________________
□ _________________
□ _________________
Transition
Service
Needs
Needed
Transition
Services
Skills, Abilities, & Talents
Preferences & Interest
□ _________________
□ _________________
□ _________________
□ College Prep Course
□ Begin Exploring Colleges
□ Technical Consult from DVR □ Enroll in SAT Prep Course
□ Independent Living Training □ Explore the Demands of
Independent College Living
Goals and Objectives
Student Instructional
&
Curriculum Needs
□ _________________
□ _________________
□ _________________
Petroff, 2003
The Above are Infused with
a IEP that represents a MultiYear Plan leading toward the
Identified Post-School Outcomes
Comprehensive Transition Protocol
Identify Post-School
Outcomes
□ _________________
□ _________________
□ _________________
Course of
Study
Transition
Services
Strengths
Preferences & Interest
□ _________________
□ _________________
□ _________________
□ _________________
□ _________________
□ _________________
□ _________________
□ _________________
□ _________________
Goals and Objectives
Student Instructional
&
Curriculum Needs
□ _________________
□ _________________
□ _________________
□ _________________
□ _________________
□ _________________
Petroff, 2003
How do I know?
What do we look for?
Collaborative School and Community Teams
supporting the
Transition from School to Adult life
ASSUMPTIONS
Whereas . . . the link between deliberate planning,
appropriate educational programs and services and a
system of coordinated linkages with adult services and the
community is well defined within the research, accepted
effective practices and regulations as critical to the
successful transition of students with disabilities from
school to adult life;
Whereas . . . self-advocacy and the movement toward
appropriate and equitable supports and services for
individuals with disabilities continues to mandate change
and requires substantial effort for all those involved;
Whereas . . . schools and communities struggle
with the responsibilities, skills and understandings
regarding the expectations of youth with disabilities
and their families toward “full citizenship”;
Whereas . . .
the efforts to enhance, develop and
support effective transition programs and services for
all students is a formidable and complex process
Whereas . . . The primary goal for all youth with
disabilities is to assure that the last day of school is
no different than the day after.
Therefore . . .
The promotion of effective coordination of
transition services and the implementation of
transition sensitive programs requires the
efforts of a TEAM that includes students,
parents, community members and
professionals from schools and adult agencies.