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- 1. A Look at Transition in the United States STEPHANIE FITZGERALD
- 2. Walk and Talk- Walk around the room until the presenter says stop. Gather with the nearest 5 or 6 people around you and discuss the question presented. Discussion will be approximately 4 minutes per question. Make sure everyone in your group has a chance to speak. (Remember you only have a few minutes so be sure everyone in the group has a chance to be heard.) When time is up groups will share what they’ve heard from each other. When presenter says walk begin moving again until the presenter says stop. Gather with a new group of people and discuss the next question. Continue this way until all questions have been asked.
- 3. 1. What brings you to this conference? What do you hope to learn today?
- 4. 2. What is your first memory of being a person with a disability in your community or seeing a person with a disability in your community?
- 5. 3. Do you think employment is an important part of our personal identity?
- 6. 4. What do you see as benefits of hiring people with disabilities? Lindsey et al. (2018) conducted a review of literature focused on the benefits of hiring people with disabilities. In their review they found that employers see many benefits to hiring individuals with disabilities. Among the benefits are improvements in profitability (e.g., profits and cost-effectiveness, turnover and retention, reliability and punctuality, employee loyalty, company image), competitive advantage (e.g. diverse customers, customer loyalty and satisfaction, innovation, productivity, work ethic, safety), inclusive work culture, and ability awareness. Secondary benefits for people with disabilities included improved quality of life and income, enhanced self-confidence, expanded social network, and a sense of community. Lindsay, S., Cagliostro, E., Albarico, M., Mortaji, N., & Karon, L. (2018). A systematic review of the benefits of hiring people with disabilities. Journal of Occupational Rehabilitation, 28(4), 634-655. doi: 10.1007/ s10926-018-9756-z.
- 7. Saint Paul Public Schools ► 37,297 Total enrollment last year ► 125 languages ► 70% Free and reduced lunch ► 6214 Students with IEPS ► 7 Traditional high schools buildings ► 4 Non-traditional high schools
- 8. What is transition? ►A period of changing
- 9. IDEA ►Individual with Disabilities Education Act
- 10. How is transition addressed in the IEP process ► At age 16 students must be assessed in the areas of transition ►Independent Living ►Employment ►Post-secondary education and training
- 11. Informal and Formal Assessments ► Informal ► Parent questionnaire ► Interviews with students ► Observations ► Thinking about transition survey
- 12. Goals and Objectives are written to reflect the dreams and aspirations of the student
- 13. Independent Living Home living Recreation and leisure Community participation
- 16. Learning to travel on a city bus
- 17. Using a communication device to order coffee at Starbuck's.
- 19. Employment Jobs and Job Training WORK BASED LEARNING
- 20. Work-Based Learning ► Improves high school students’ grades ► Increases attendance ► Raises graduation rates ► More likely to attend Post Secondary training ► Contributes significantly to students’ career preparation through exploration ► Fosters maturation and self-confidence and planful behavior ► Develops an understanding of the importance of school (Phi Delta Kappan, December 2002)
- 21. The Role of Work Coordinator TRANSITION EVALUATIONS IEP MEETINGS CASE MANAGEMENT CAREER SEMINAR WBL EXPERIENCES
- 22. Career Seminar Class ► Workplace safety ► Employee expectations ► Financial literacy ► How to seek, obtain and keep employment ► How to quit employment
- 23. Opportunities for students ► Work site visits once a month for 25 students. Set up with help from our business advisory member- Junior Achievement ► Partnership with local businesses- with general ed. and special ed opportunity to have satellite banks in high schools ► In school opportunities- ► School stores ► Coffee shops ► Office assistance ► Custodial Assistance
- 24. Specialized Transition Employment Planning Services- S.T.E.P.S. ► Coordinator ► 22 different job sites or training programs ► 14 Job coaches ► 4 teachers at training sites
- 26. Practical Assessment Exploration System – PAES Lab ► Business Marketing ► Computer Technology ► Processing and Production ► Consumer Services ► Construction ► 264 Task boxes Industrial
- 30. Post Secondary Education and Training ►Career Exploration ►Interest Inventories ►Personality profiles ►Aptitude testing ►College readiness testing ►Career research
- 31. Career Planning & Assessment ► A career exploration and planning program at Saint Paul College ► Career exploration ► Accuplacer/Companion ► Tour ► Class observation
- 32. Practicing Self Advocacy as part of Post Secondary Planning
- 33. Connections to outside agencies who work with people with disabilities
- 34. Case in Point
- 35. Laura ►Laura is a young woman with a visual and cognitive disability. Her distance vision is poor. Too many directions confuse her. She uses an iPad to enlarge print or listen to text auditorily. She cannot travel independently on a city bus. She is social and friendly. She used a white cane mostly for identification in crowded areas. She participated in work based learning activities in high school and continued at Focus Beyond Transition Services. She is connected with State Services for the Blind.
- 37. Yulian ►Yulian is a young man with a physical impairment and learning disabilities. He has deformed and missing fingers which hinders his dexterity. English is his second language. His family lives in poverty. When he was in high school he worked on making academic progress, participated in the STEPS program where he experienced a variety of work experiences. He also improved his work readiness and self-advocacy skills. He learned to use public transportation from a mobility specialist and can ride a city bus independently. After graduation he attended Focus Beyond Transition Services where he continued to work on self-advocacy, work experiences and how to get around and participate in the community.
- 39. Max►Max is a young man with an Autism Spectrum Disorder. He has strong academic skills however he may have difficulties with certain social skills. He is obsessed with WWF (World Wide Federation of Wrestling) so much so that as a senior in high school all he could think about was being a wrestler. He had no experience with wrestling competitively. He didn’t know what else he could or wanted to do for a job and had little interest in thinking about working. He was enrolled in STEPS site which taught him work behaviors and had him explore career interests. After graduation he attended Focus Beyond Transition Services where he continued to work on skills of independence.
- 41. Nathan ►Nathan is a young man with cognitive delays. He has difficulty staying focused on tasks and finds multi-step directions hard to follow. He is extremely social. He has excellent communication skills which can confuse people. It appears he is grasping more information than he really is. When he is around adults he is mature and polite. When he is with peers he can become socially inappropriate. He loves working with his hands, conversing with people and being helpful. He enjoys music and plays the piano. While in high school he was in a work based learning program. He had a number of work experiences and it helped him develop his work readiness skills. He continued to receive support at Focus Beyond Transition Services. Before graduating from his transition program at the age of 21, he was connected with an adult service agency that assist young adults with finding work and living independently.