Transcript What Does Success Look Like?

Valerie Vivona, Transition Specialist
Stephen Rosenbaum, Esq., Disability Rights California
Thursday, October 16, 2008
This presentation was developed by
Valerie Vivona and Stephen Rosenbaum.
The AT Network is a project of the
California Department of Rehabilitation,
coordinated by the Alliance for Technology Access.
© 2007 – AT Network - All rights reserved
AT Network materials may be reproduced for non-commercial purposes provided their source is identified.
AT Transition Plan: © 2006 – Valerie Vivona
The AT Network is dedicated to expanding the accessibility
of tools, resources and technology that will help increase
independence, improve personal productivity and enhance
the quality of life for all Californians.
Training Goals
1.
You will learn effective strategies for helping students in
transition with their technology needs;
You will learn how to develop a Transition Plan to help
identify, acquire and support a student’s ongoing use of
assistive technology and community living goals.
3. You will review available funding and community
resources; and
2.
4.
You will learn how to advocate for a student’s rights
in the IEP and ITP process.
Identifying Areas of Need
►
What are the most important areas to consider when
assisting a student with AT needs?
●
Assess and identify areas of need.
1. Mobility
2. Communication
3. Medical
4. Home Modifications
5. Telecommunications
6. Computer Technology
Status, Planning & Resources
► Status
● What assistive technology is currently being
used by the student?
► Planning
● Identify and prioritize the most important needs.
► Resources
● Gather information on assessments, funding, training,
and the student’s practical use of the assistive
technology.
Sources of Law for
Special Education Rights
► IDEA (Individuals with Disabilities in Education Act)
(amended 2004)
► California Education Code
► U.S. Department of Education Regulations
(amended 2006)
► California Department of Education Regulations
Transition Services and
Special Education in High School
► Every Special Education Student gets a
Free Appropriate Public Education (FAPE)
► Special Education must be provided in the
Least Restrictive Environment
► Services must conform with an
Individual Education Program (IEP)
► In California, transition services are spelled out in an
Individual Transition Plan (ITP)
Transition Services and
Special Education in High School
►
Three main components:
1. Transitioning from school to post-secondary
activities;
2. Planning based upon student’s needs and
preferences; and
3. Identifying post-secondary educational, community,
employment, and independent living objectives.
Individual Transition Plan
Statement of Needed Transition Services
► Age 16 (or younger)
● Courses of study, interagency responsibilities
► Age 16 to 18
● Educational programs similar to non-disabled peers
► Age 18 to 21
● Maximize independence, post-secondary education,
community-based programs
Advocating for Your Rights…
► Parents:
● Initiate a transition-planning meeting IN WRITING!!
● Take an active role in the planning process
● Become familiar with community resources.
► Students:
● Be clear about your desires for the future.
● Decide on best way to communicate your desires and needs at
the meeting.
● Choose person(s) to support you at the meeting.
Building A Transition Team
► Identify who will support the transition?
● Peers
● Independent Living Center
● Advocates
● Disabled Students Programs
● Parents
● Employer
● Teacher
● Other resources
● Counselors
Funding Sources & Options
► Systems Funding Options
● Regional Centers
● DOR (California Department of Rehabilitation)
● Medi-Cal
● Medicare
● Private Health Insurance
● Employers
Regional Centers
► There are 21 Regional Centers throughout California.
► Each serves a specified geographical area and provides
assistance and service coordination to support social,
personal, physical, and vocational opportunities.
► Assistive technology is part of the services and supports
offered by Regional Centers.
Department of Rehabilitation
► D.O.R. provides for vocational and independent living
services to people with disabilities if:
● You have a physical or mental disability which is a
substantial impediment to employment; and
● You require services to prepare, secure, retain or regain
employment.
► D.O.R. usually begins working with students 2 years prior
to their scheduled graduation.
Individualized Plan for Employment
► Equipment and services must be described in a written
document, called an Individualized Plan for Employment
(IPE). If you need technology, your IPE must include the
following:
● The specific rehabilitation technology services you need;
● How the technology will be provided to you in the most
integrated setting; and
● Who will provide the technology and any services
related to its acquisition and use.
Medi-Cal
► Puts assistive technology in a number of categories. For
example it may be called medical supplies, durable medical
equipment, or a prosthetic device.
► Medi-Cal recipients can now get augmentative and
alternative communication (AAC) devices and services.
► Will only pay for the least expensive item that meets your
medical needs.
Private Insurance
► The terms of the policy will determine whether a private
health benefit plan is required to buy assistive technology
for its beneficiaries.
► Most plans do not list specific devices or equipment as plan
benefits, but instead give a definition with some examples.
Funding Options
► Personalized & Creative Funding Options
● Loans (banks)
● AT Vendors
– Lease-to-buy options
– 30-day trials
● Community organizations
● Philanthropic organizations
Timeline & Back-up Plans
► Timeline
● Be realistic and prepared to advocate
● Assessment, planning and funding can typically take a
long time.
► What happens in the interim?
● Develop a back up strategy to best meet the needs
while moving through the process.
► Celebrate Each Successful Small Step!!!
Professional Resources
► Who is in your network?
● AT Network
● Community Colleges
● Independent Living Centers
● Community Mental Health Services
● Alliance for Technology Access
● Local school districts
● Disability Rights California
● Local businesses
● Community Technology Centers
● Others
AT Transition Plan
AT Transition Plan
► Develop an AT Transition Plan for your AT goals
in each area of need:
1. Identify a Short term goal and 3 action steps
– to move forward with the goal.
2. Identify a Long term goal and 3 action steps
– to move forward with the goal.
3. What are any needed resources, supports; and
4. Set a Timeline.
Goals Planning Strategy
► Communication/AAC Device
●
Short-term Goals:
– Identify your needs (i.e. assessment)
– Research types of Devices
– Research funding sources: Medi-Cal, Private
Insurance and/or DOR
– Invite stakeholders to Individualized Transition Plan
meeting at High School
Goals Planning Strategy
► Communication/AAC Device
●
Short-term Resources:
– Parents
– Teacher
– Rehabilitation Specialists
– DOR
– Peers
– AT Network
Goals Planning Strategy
► Communication/AAC Device
●
Short-term Timeline:
– Junior Year
Goals Planning Strategy
► Communication/AAC Device
●
Long-term Goals:
– Obtain funding for Device
– Purchase Device
– Programming and Training
– Effective use of Device in
desired setting(s)
Goals Planning Strategy
► Communication Device
●
Long-term Timeline:
– Senior Year and Beyond!
Goals Planning Strategy
► Interim Plan
●
Train others in student’s current
modes of communication
(Letter board, gestures)?
●
Temporary AAC Device
(loaner, borrow)
●
Try out-School, work, home, social
Brain Storming
Got a Scenario? Let’s Make Plan …
Transition Guide to Adult Living:
Information and Resource Guide
► Legal Rights
► Goals Planning
► Self Assessment
► Inter-agency agreements
► Career Preparation
► Cultural and Linguistic Diversity
www.calstat.org/info.html
If you have a complaint…
► If the school or another agency doesn’t provide the
transition services in the IEP/ITP or doesn’t follow IEP/ITP
procedures, file a COMPLIANCE COMPLAINT by writing:
● Procedural Safeguards Referral Service
Special Education Division
California Department of Education
1430 N Street, Suite 2401
Sacramento, CA 95814
Questions about your rights…
► Disability Rights Education and Defense Fund (DREDF)
● (800)348-4232 voice/TTY
● www.dredf.org
► Disability Rights California
(Formerly Protection and Advocacy, Inc.)
● (800) 776-5746
● TTY (800)649-0154
● www.disabilityrightsca.org
Resources
► Wisconsin Assistive Technology Initiative (WATI)
WATI seeks to improve the outcomes and results for
children and youth with disabilities through the use of
assistive technology.
● www.wati.org
● www.wati.org/Curriculum/transitions.html
Resources
► Disabilities, Opportunities, Internetworking,
and Technology (DO-IT)
DO-IT serves to increase the participation of
individuals with disabilities in challenging academic
programs and careers.
● www.washington.edu/doit
Resources
► National Collaborative on Workforce and
Disability for Youth (NCWD/Youth)
The National Collaborative on Workforce and
Disability for Youth (NCWD/Youth) assists state and
local workforce development systems to better serve
youth with disabilities.
● www.ncwd-youth.info
Resources
► National Center on Secondary Education
& Transition (NCSET)
NCSET coordinates national resources, offers
technical assistance, and disseminates information
related to secondary education and transition for
youth with disabilities in order to create opportunities
for youth to achieve successful futures.
● www.ncset.org
Resources
► AT Network
800-390-2699 TOLL FREE
800-900-0706 TTY
WWW.ATNET.ORG
► Alliance for Technology Access
707-778-3011 VOICE
707-778-3015 TTY
WWW.ATACCESS.ORG