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
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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!