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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!