Transcript Slide 1
Pat Rogan
Indiana University
School of Education, IUPUI
[email protected]
September 13, 2012
A
Vision of a Desirable Future
Current Status & Outcomes
Promising Practices
National Study of Transition Services
Recommendations
Self-determination & Advocacy
Typical Living Options
Integrated Employment
Lifelong Learning
Satisfying Relationships
Community Membership
O’Brien’s 5 Accomplishments
Community Presence
Community Participation
Choice
Competence
Respect
TRADITIONAL
Focus on deficits
Group orientation;
fit to program
Professional
control
Service
segmentation
BEST PRACTICE
Capacity search
Integration;
individualization
Self determination;
natural supports
Holistic, seamless
High
drop out rates
Increasing placement in
segregated facilities
Low rates of postsecondary ed.
Living at home
Social isolation
Percent of youth aged 16 and above
with an IEP that includes coordinated,
measurable, annual IEP goals and
transition services that will reasonably
enable the student to meet postsecondary goals.
Issue is QUALITY of plans.
ELEMENTARY
SCHOOL
MIDDLE SCHOOL
HIGH SCHOOL
POST-SCHOOL
Pre-school to elementary transition
Apply for a Medicaid Waiver
Include students in general education
Develop a work ethic (responsibilities, task
completion). Involve students in chores, etc.
Increase independence (self-care skills, etc.)
Build student choice and voice
Continue to involve & empower parents
Develop a transition plan to middle school
Inclusive education
Extracurricular activities
Career exploration
Involvement in IEP conferences
Work tasks with peers, as appropriate
Independent living skills
Transition planning for high school
Inclusive education
Career exploration in inclusive settings
Age-appropriate work experiences
Extracurricular activities
Self-determination & advocacy
Student led Transition IEP meetings
Exploration of/linkages with
adult services
“Discovery”: Who is this
person?
Profile: Compile information
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
Peers without disabilities
exit high school at 18.
By age 18, schools lose
their relevance.
Poor transition outcomes:
Students & parents need
to be better prepared.
Project SEARCH
(http://projectsearch.us/
OSU’s TOPS Program
(Transition Options in
Postsecondary Settings)www.thinkcollege.net/
And
http://nisonger.osu.edu/sp
ecialed-transition
Person Centered Planning
Driving
Medicaid Waiver
SSI/SSDI
Guardianship
Work Incentives
Mental Health Services
Transportation
Voc Rehab
Record Keeping
Wills and Trusts
Respite Care
Adult Continuing Education
Adult Service Employment Providers
SSA
Work Incentive to encourage
SSI recipients to work
Youth and adults are eligible
Excludes resources &/or income
from being counted by SSA.
Resources are “set aside” to fund
vocational goal
Equipment
Services such as job development, job
coaching, personal care,
transportation
School
Vehicle
Other work-related supports
1.
2.
3.
4.
5.
6.
Positive Attitudes & a Sense of
URGENCY
Person-centered Planning
Community-based Work Experiences
Longitudinal Preparation
Family Education & Support
Staff Expertise
7.
8.
9.
10.
11.
12.
Access to Quality Adult Services
Long-term Funding
Self-determination/Advocacy
Reliable/Affordable
Transportation
Business Partnerships
Attention to Health &
Wellness
Promising
Practices in place
in your area?
Questions?
Concerns?
Pat Rogan –
Indiana University, IUPUI
317/274-6861
[email protected]
Thank You!