Drop-out rate is almost double that of non-disabled students
Employment After High School
Students without Disabilities
Students with Disabilities
2005 data indicates only 35% are actually working
Types of Transition
Early Intervention to School
Level to Level
Elementary to middle
Middle to high
High School to the community
World of work
Components of Effective Transition Systems
Effective middle and high school programs that link instruction to further education (college, trade school) and to postschool outcomes (employment, independent living).
Cooperative system involving school, family, adult services, and natural supports.
Availability of government-funded programs following school, provided in a community setting.
IDEA ’04 TRANSITION REQUIREMENTS
Outcome-oriented process beginning at age 14
What are the end goals (work, education, independent living, recreation)?
Driven by student’s needs, preferences, & interests
employment & post school adult living objectives
acquisition of daily living skills
functional vocational evaluation
IDEA ’04 TRANSITION REQUIREMENTS
Student IEP must include :
transition services related to course study (age 14)
transition services & agency linkages (age 16)
Person-Centered Transition Planning
Example of Person-Centered Approach Page 88
ROLE OF SECONDARY SCHOOLS
Coordination of activities and interests
Project Discovery (significant disabilities)
Parents and students participation
Facilitate access to community services & employment
Employment preparation activities
HCPSS High School Options for Employment Preparation
Tracks High School Diploma Certificate of Completion Nothing!
Pass HSA in Alg, Gov’t, Eng, and Bio.
Take Geometry and Grade 10 Reading NCLB tests.
Meet local graduation requirements.
Have an IEP.
Take, but not pass, HAS if determined by IEP team.
Complete IEP requirements.
IEP team determines if eligible for certificate.
May or may not have an IEP.
Failure to meet graduation requirements.
Certificate of completion is not a consolation prize.
COMMUNITY FOCUS & ADULT SERVICES
Focus on student & family needs & preferences
time in inclusive general education
placement & employment preparation
On-site employment training
Opportunities to interact with peers
Importance of inclusive experiences while in the school system
Comprehensive transition planning linked to job placement
Identifying training and support needs
ADULT SERVICES in MARYLAND
The Maryland Division of Rehabilitation Services (DORS) offers programs and services that help people with disabilities go to work or stay independent in their homes and communities.
DORS is an agency of the Maryland State Department of Education.
The mission of the Developmental Disabilities Administration is to provide leadership to assure the full participation of individuals with developmental disabilities and their families in all aspects of community life.
DDA's goal is to promote their empowerment to access quality supports and services necessary to foster personal growth, independence and productivity.
Federal & state government funding
Income support - direct cash payments to people with disabilities
Health care - Medicaid & Medicare
Supported Residential Living
Foster family care
8/10 people with significant disabilities live with their parents most of their lives (“perpetual parenthood”)
FORMAL EMPLOYMENT SUPPORTS
Federally-funded program to locate job opportunities consistent with needs, preferences, and abilities
Jobs in an inclusive setting with continued support
At least 20 hours a week in a real job setting
Placing person on a job and providing necessary supports for them to be successful
Employment Prep Activity JOB TITLE ALL Skills Needed Necessary Academic Skills/Knowledge School-based Opportunities for Skill Development Individual Concerns/Benefits: Possible Accommodations: