Transcript Slide 1
Dr. Pat Rogan Executive Associate Dean Indiana University School of Education Indianapolis 11-6-09 A Vision of a Desirable Future Current Status & Outcomes Promising Practices Discussion & Resources Where Do We Go From Here? Self-determination & Advocacy Typical Living Options Integrated Employment Lifelong Learning Satisfying Relationships Community Membership O’Brien’s 5 Accomplishments Community Presence (Real world) Choice (Based on experiences) Competence (Lifelong learning) Respect (Valued roles) Community Participation (Value partial participation) Person-centered Planning Strong Transition IEPs Job Training (prior to school exit) Interagency Collaboration Student & Parent Involvement Job Placement (prior to school exit) 18-21 Transition Services OTHER? Higher drop out rates Un/under employment Low but increasing post-secondary ed Living at home Social isolation Improved Planning Development of appropriate, measurable postsecondary goals based on age appropriate transition assessments related to training, education, employment, & where appropriate, independent living. Coordinated set of activities Results oriented process focused on improving academic & functional achievement To facilitate movement from school to postschool activities, including: Post-secondary education Vocational education Integrated employment (including supported employment) Continuing and adult education Independent living Adult services Community participation Transfer of Rights at Age of Majority Notify students at least 1 year in advance of his/her rights that will transfer. Parents should fully understand their options. Schools are responsible for bringing in representatives from other agencies. Such agencies may be responsible for delivery of services needed by students. Percent of youth aged 16 and above with an individualized education program (IEP) that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals. “The percentage of youth who had IEPs, are no longer in secondary school, and who have been employed, enrolled in some type of post-secondary school, or both, within one year of leaving high school” 20 USC 1416(a)(3)(B) ELEMENTARY MIDDLE HIGH SCHOOL SCHOOL SCHOOL Pre-school to elementary transition Apply for a Medicaid Waiver Inclusion in general education Develop a work ethic (responsibilities, task completion) Involve students in chores Increase independence (self-care skills, etc.) Build student voice/choice/independence Involve & empower parents Develop a transition plan to middle school Inclusive education Extracurricular activities Career exploration Involvement in IEP conferences In-school work tasks with peers, as appropriate Independent living skills Transition planning for high school Inclusive education Career exploration Community work experiences Extracurricular activities Self-determination & advocacy Student led Transition IEP meetings Exploration of adult services Other? “Discovery”: Who is this person? Profile: Compile info. Planning Meeting: ◦ PATH ◦ Personal Futures Planning ◦ MAPS, etc. Portfolio: For Employer Contact Use the Selfdetermined Learning Model of Instruction My Voice Revise Goals and plans Know Yourself Tell people what you want Take Action Make Goals Questions? Comments? Concerns? Peers without disabilities exit high school at 18. By age 18, school buildings lose their relevance. Poor transition outcomes: Students & parents need to be better prepared. Based at college/university campus. Based at a house, mall, or community setting. Youth come & go from home. Focus on all areas of life. Provide multiple real life experiences to help youth achieve their desired adult lifestyle. Support families to advocate for their son/daughter & negotiate the adult services system. Collaborate with adult service funders and providers to provide seamless transition services. THE LAST DAY OF SCHOOL LOOKS NO DIFFERENT THAN THE FIRST DAY OF ADULT LIFE. Adult Education Adult Service Providers Driving Guardianship Medicaid Waiver Respite Care SSI/SSDI State Agencies Transportation Wills & Trusts Work Incentives 1. 2. 3. 4. 5. 6. Student-centered, Strengths-based approach Longitudinal Preparation & Transitions Family Education & Support Self-determination/Advocacy Staff Expertise Community-based Work Experiences 7. 8. 9. 10. 11. Access to Quality Adult Services Long-term Funding Reliable/Affordable Transportation Business Partnerships Sense of URGENCY • • • • • University of Kansas Beach Center (www.beachcenter.org) Transition Coalition (www.transitioncoalition.org) Inclusion Network of Kansas ([email protected]) National Center on Secondary Education & Transition (www.ncset.org) National Secondary Transition Technical Assistance Center (www.nsttac.org) Pat Rogan – IUPUI 317/274-6862 [email protected] Thank You!