Transition Needs of Older Youth With Disabilities


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Presentation from the 2006 National Resource Center for Paraprofessionals Conference

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Transition Needs of Older Youth With Disabilities

  1. 1. The Transition Needs of Older Youth with Disabilities <ul><li>Joe Timmons </li></ul><ul><li>Institute on Community Integration </li></ul><ul><li>University of Minnesota </li></ul><ul><li>& </li></ul><ul><li>The National Collaborative on Workforce and Disability for Youth </li></ul><ul><li>May 11, 2006 </li></ul>
  2. 2. What Will Be Covered in this Presentation: <ul><li>Special Education and Adult Services </li></ul><ul><li>What All Youth Have in Common </li></ul><ul><li>Specific Needs of Youth with Disabilities </li></ul><ul><li>The Role of Assessment in Transition </li></ul><ul><li>Post-Secondary Education and Training </li></ul><ul><li>Responding to the Needs of Employers </li></ul><ul><li>Self Advocacy for Youth </li></ul>
  3. 3. Traditional Barriers for Youth with Disabilities <ul><li>Fewer options being recommended or offered </li></ul><ul><li>Options that reflected the low expectations of advisors </li></ul><ul><li>Options that featured perceived needs for protection and support </li></ul><ul><li>Options driven primarily by community availability rather than an individual’s choices </li></ul>
  4. 4. Factors that put Youth At-Risk <ul><li>Apparent Disabilities </li></ul><ul><li>Hidden Disabilities </li></ul><ul><li>Chronic Illness </li></ul><ul><li>Poverty </li></ul><ul><li>Immigrant Status: Culture and Language </li></ul><ul><li>Teen Parenthood </li></ul><ul><li>Mental Health Problems </li></ul><ul><li>Involvement in the Judicial System </li></ul><ul><li>In the Foster Care System </li></ul><ul><li>Chemical Use </li></ul>
  5. 5. Transition Settings <ul><li>Secondary to post-secondary school </li></ul><ul><li>School to work </li></ul><ul><li>Foster care </li></ul><ul><li>Juvenile justice system </li></ul><ul><li>TANF </li></ul><ul><li>Social Security benefits </li></ul><ul><li>Away from parents to independence </li></ul>
  6. 6. What Youth Deserve <ul><li>Access to high quality standards-based education regardless of the setting; </li></ul><ul><li>Information about career options and exposure to the world of work; including structured internships; </li></ul><ul><li>Opportunities to develop social, civic, and leadership skills; </li></ul><ul><li>Strong connections to caring adults; </li></ul><ul><li>Access to safe places to interact with their peers; and, </li></ul><ul><li>Support services and specific accommodations to allow them to become independent adults. </li></ul>
  7. 7. Agencies and Relationships <ul><li>No one agency can do it all </li></ul><ul><li>Level 1-- Connection </li></ul><ul><li>Level 2 -- Cooperation </li></ul><ul><li>Level 3 -- Coordination </li></ul><ul><li>Level 4 -- Collaboration </li></ul>
  8. 8. Special Education Transition Requirements <ul><li>A coordinated set of activities for a student with a disability that…promotes movement from school to post-school activities , including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation </li></ul>
  9. 9. Vocational Rehabilitation Act <ul><li>The primary goal of VR services is employment. It was the intent of Congress to align special education and VR services to remove the barriers to school/agency collaboration and facilitate a coordinated transition from school to postschool services. This includes the early involvement of rehabilitation counselors with high school students with disabilities. </li></ul>
  10. 10. The Workforce Investment Act & One-Stops <ul><li>WIA agencies are expected to provide employment and work programming along with youth development opportunities . These should include tutoring and study skills training; dropout prevention; leadership development opportunities; community service opportunities; adult mentoring; and comprehensive guidance and counseling. </li></ul>
  11. 11. The Guideposts for Success For All Youth and for Youth with Disabilities <ul><li>School-Based Preparatory Experiences </li></ul><ul><li>Career Preparation and Work-Based Learning Experiences </li></ul><ul><li>Youth Development and Youth Leadership </li></ul><ul><li>Connecting Activities </li></ul><ul><li>Family Involvement and Supports </li></ul>
  12. 12. School-Based Preparatory Experiences <ul><li>In order to perform at optimal levels in all education settings, all youth need to participate in educational programs grounded in standards, clear performance expectations and graduation exit options based upon meaningful, accurate, and relevant indicators of student learning and skills. </li></ul>
  13. 13. Career Preparation & Work-Based Learning Experiences <ul><li>Career preparation and work-based learning experiences are essential in order to form and develop aspirations and to make informed choices about careers. These experiences can be provided during the school day, through after-school programs and will require collaborations with other organizations . </li></ul>
  14. 14. Youth Development & Youth Leadership <ul><li>Youth Development is a process that prepares young people to meet the challenges of adolescence and adulthood through a coordinated, progressive series of activities and experiences which help them gain skills and competencies . Youth leadership is part of that process. </li></ul>
  15. 15. Connecting Activities <ul><li>Young people need to be connected to programs, services, activities, and supports that help them gain access to chosen post-school options . </li></ul>
  16. 16. Family Involvement and Supports <ul><li>Participation and involvement of parents, family members, and/or other caring adults promotes the social, emotional, physical, academic and occupational growth of youth, leading to better post-school outcomes. </li></ul>
  17. 17. The Role of Assessment <ul><li>The best decisions and choices made by transitioning youth are based on sound information including appropriate assessments that focus on the talents, knowledge, skills, interests, values, and aptitudes of each individual. </li></ul>
  18. 18. Assessment Activities <ul><li>Interviews </li></ul><ul><li>Observation </li></ul><ul><li>Review of Existing Records </li></ul><ul><li>Testing  </li></ul><ul><li>Performance Review  </li></ul>
  19. 19. Tests and Performance Reviews Physical and Functional Capacities Medical Vocational Interests Vocational Aptitudes Occupational Competencies Physical and Functional Capacities Vocational Cognitive Abilities Behavioral, Social, and Emotional Issues Psychological Performance or Achievement Cognitive Abilities Academic
  20. 20. Postsecondary Education and Training <ul><li>Services for Students with Disabilities </li></ul><ul><li>504 Plan </li></ul><ul><li>Accommodations </li></ul><ul><li>Assistive Technology </li></ul><ul><li>Internships </li></ul><ul><li>Mentoring </li></ul>
  21. 21. Responding to Employers’ Needs <ul><li>Responding to employer needs is the essence of all employment—no matter how knowledgeable, skilled, or able an individual may be… </li></ul><ul><li>… and here is the dilemma for anyone with a disability—employers often do not know or cannot see how their needs will be met if they hire an individual with a disability. </li></ul>
  22. 22. Responding to Employers’ Needs <ul><li>Successful individuals with disabilities </li></ul><ul><li>have self-knowledge about their disability and can discuss it with others; </li></ul><ul><li>are self-advocates; and </li></ul><ul><li>understand and can describe the support they need—including the use of accommodations and assistive technology. </li></ul>
  23. 23. Functional Skills Needed in the Workplace <ul><li>Mobility </li></ul><ul><li>Communication </li></ul><ul><li>Self-care </li></ul><ul><li>Self-direction </li></ul><ul><li>Interpersonal skills </li></ul><ul><li>Work tolerance </li></ul><ul><li>Work skills </li></ul>
  24. 24. Accommodations <ul><li>Accommodations are changes made in a classroom, worksite, or assessment procedure that help people with disabilities learn, work, or receive services. </li></ul><ul><li>Accommodations are designed not to lower expectations for performance in school or work but to alleviate the effects of a disability. </li></ul>
  25. 25. Common Accommodations for Individuals with Disabilities <ul><li>Presentation Accommodations </li></ul><ul><li>Information read aloud </li></ul><ul><li>Large print </li></ul><ul><li>Directions clarified </li></ul><ul><li>Assistance from another person </li></ul><ul><li>Presentation Equipment Accommodation </li></ul><ul><li>Amplification </li></ul><ul><li>Noise buffer </li></ul><ul><li>Templates </li></ul><ul><li>Audio/video cassettes </li></ul><ul><li>Lighting/acoustics </li></ul><ul><li>Computer or other technology </li></ul><ul><li>Response Accommodations </li></ul><ul><li>Communication device </li></ul><ul><li>Computer or other technology </li></ul><ul><li>Spell checker </li></ul><ul><li>Tape recorder </li></ul><ul><li>Calculator </li></ul><ul><li>Scheduling Accommodations </li></ul><ul><li>Extended time </li></ul><ul><li>Extra breaks </li></ul><ul><li>Multiple sessions </li></ul><ul><li>Time beneficial to individual (such as around medication schedule) </li></ul><ul><li>Setting Accommodations </li></ul><ul><li>Number of people in room </li></ul><ul><li>Place </li></ul><ul><li>Proximity </li></ul>
  26. 26. Job Accommodation Network Funded by the U. S. Dept. of Labor <ul><li> </li></ul><ul><li>800-526-7234 (V/TTY) </li></ul><ul><li>The Job Accommodation Network (JAN) is a free consulting service designed to increase the employability of people with disabilities by: </li></ul><ul><li>providing individualized worksite accommodations solutions </li></ul><ul><li>providing technical assistance regarding the ADA and other disability related legislation </li></ul><ul><li>educating callers about self-employment options </li></ul>
  27. 27. Assistive Technology <ul><li>Assistive technology (AT) is comprised of the “products” that are used to alleviate the effects of a disability (accommodations). </li></ul><ul><li>The Assistive Technology Act of 2004 defines AT as “any item, piece of equipment or product system, whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities.” </li></ul><ul><li>This includes hardware and software in the widest sense of the words and may be high tech, medium tech, or low tech. </li></ul>
  28. 28. Self Advocacy <ul><li>Acceptance </li></ul><ul><li>Discuss your disability with others </li></ul><ul><li>Know your strengths and weaknesses </li></ul><ul><li>Understand your learning styles </li></ul><ul><li>Understand related social issues </li></ul><ul><li>Anticipate and document your needs </li></ul><ul><li>Know your rights and responsibilities </li></ul><ul><li>Be willing to compromise </li></ul><ul><li>Know where to go for support </li></ul>
  29. 29. Self Advocacy Resources <ul><li>Arizona Center for Disability Law Self Advocacy Guides </li></ul><ul><li>Self Advocacy Web Links </li></ul>
  30. 30. Resources <ul><li>Institute on Community Integration </li></ul><ul><li>National Center on Secondary Education and Transition http:// </li></ul><ul><li>National Collaborative on Workforce and Disability for Youth </li></ul><ul><li>Career Planning Begins with Assessment </li></ul>
  31. 31. Presented by: Joe Timmons [email_address] 612 624 5659 Institute on Community Integration University of Minnesota 6 Pattee Hall Minneapolis, MN 55416