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  • 2006 data DOE Not prepared for employment or post-secondary education Unable to locate programs and services in place when they leave school People with severe disabilities are placed on waiting lists for residential or day treatment. Those that do enroll in college are often frustrated with the quality or availability of supports and services they need to be successful.
  • 2003 data National Longitudinal Transition Study-2 Significantly underemployed and unemployed compared to peers.
  • Lead students in a discussion on whether they feel that their own educational experience has prepared them for adult living. What areas were addressed? What areas were not addressed?
  • Page 88
  • Project Discovery
  • For students enrolled in school (not enrolled, may graduate with diploma by examination) Discuss how this affects students with IEPs. Or students with significant disabilities who do not take the ALT - they are on a diploma track. Students on a Certificate track will receive more in depth employment preparation and functional life skill instruction.
  • Many families get quite a shock when high school is over and they may not receive any more funding from government programs. Usually long wait lists for adult services Critical to educate families about what services do exist after high school. These are not the only services - but the two main ones and the ones you will hear in the school system.
  • These funding programs have been praised and criticized. Discuss why.
  • Groups of 4-5. Set up chart paper Share out Last square - challenges and concerns related to given student and disability. Possible accommodations . Also list possible benefits or how the job and person are a good match.

Ch 4 transition Ch 4 transition Presentation Transcript

  • TRANSITION AND ADULT LIFE Chapter Four
  • Students Graduating with H.S. Diploma
    • Students without Disabilities
    • 90%
    • Students with Disabilities
    • 51%
    • Drop-out rate is almost double that of non-disabled students
  • Employment After High School
    • Students without Disabilities
    • 63%
    • Students with Disabilities
    • 41%
    • 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
      • Post-secondary education
      • 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
    • Instruction includes:
      • related services
      • community experiences
      • 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
    • Assistance
      • Assessment
      • Transition plan
        • Coordination of activities and interests
        • Project Discovery (significant disabilities)
      • Interagency Coordination
        • DDA
        • DORS
      • 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 ALT-MSA.
    • Take, but not pass, HAS if determined by IEP team.
    • Complete IEP requirements.
    • IEP team determines if eligible for certificate.
    • Fail HSA.
    • May or may not have an IEP.
    • Failure to meet graduation requirements.
    • Certificate of completion is not a consolation prize.
  • COMMUNITY FOCUS & ADULT SERVICES
    • Community Focus
      • Focus on student & family needs & preferences
      • Balance between:
        • 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
    • D.O.R.S.
      • 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.
    • D.D.A.
      • 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.
  • FORMAL SUPPORTS
    • Federal & state government funding
      • Income support - direct cash payments to people with disabilities
        • SSI, SSDI
      • Health care - Medicaid & Medicare
    • Supported Residential Living
      • Group homes
      • Semi-independent homes
      • and apartments
      • Foster family care
    8/10 people with significant disabilities live with their parents most of their lives (“perpetual parenthood”)
  • FORMAL EMPLOYMENT SUPPORTS
    • Vocational Rehabilitation
      • Federally-funded program to locate job opportunities consistent with needs, preferences, and abilities
      • Time-limited support
    • Supported Employment
      • Jobs in an inclusive setting with continued support
      • At least 20 hours a week in a real job setting
      • Zero-exclusion principal
        • 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: