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Adulthood is expressed by

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autonomy, membership, and change

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Adults express autonomy by

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self-sufficiency, self determination and completeness

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Adults express membership in the form of

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connectedness with the community, citizenship activities, and affiliations

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Adulthood is characterized by change:

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moving to a new community, going back to school, taking a new job, watching old friends move away and making new friends.

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Obstacles to successful transition faced by many youth with disabilities:

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Skill deficits, limited opportunities created by low expectations or discrimination and the absence of needed supports

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Largest and most comprehensive studies of adult adjustment of youth with disabilities after they leave secondary school:

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- National Longitudinal Transition Studies (NLTS1 and NLTS2) - NLTS1: assessed and monitored changes in the lives of 8,000 youths between 198501987 - NLTS2: was a 10-year study of the experiences of a nationally representative sample of more than 11,000 youth with disabilities who were in at least 7th grade in the 2000-01 school year.

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Special education students who do not complete high school face:

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lower levels of employment and wages, reduced access to postsecondary education and training opportunities, higher rates of problems with the criminal justice system and less overall satisfaction with life in general

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Parents interviewed from NLTS2:

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indicated that 72% of youth with disabilities completed high school by receiving either a regular diploma or a certificate of completion

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Major differences in high school completion rates by disability:

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95% of high school students with visual impairment to 56% of students with behavioral disorders and emotional disturbance.

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School dropout rates for secondary students with disabilities:

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ranging from 28% (NLTS2) to 37.6% more than twice that of peers without disabilities

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Dropout rates vary by disability type:

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ranging from 17% for students with autism and visual impairments to 61% for students with emotional or behavioral disorders

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NLTS2 found:

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57% of youth with disabilities were working for pay outside the home during the first 4 years after leaving high school, compared to a 66% employment rate among same-age youth in the general population

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Employment outside the home by students with disabilities who had completed high school was:

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61% versus 41% for noncompleters.

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3 most common types of jobs held by youth with disabilities

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food service (17%), skilled laborer (11%) and cashier (10%)

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Percentage of young adults with disabilities who are employed with full-time jobs:

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more than half (58%)

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Percentage of young adults receiving employee benefits:

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44%

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The Bureau of Labor Statistics reported:

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18% of individuals with disabilities of working age were employed versus 64% of individuals without disabilities

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What is the major factor for the persistently high poverty rates for adults with disabilities:

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exceedingly high unemployment rates

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Nationwide survey of Americans with disabilities 18-64 found:

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three times as many people with disabilities living in poverty compared with those who do not have disabilities (26% vs. 9%)

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NLTS2 found that 45% of youth with disabilities had at some time been enrolled in a postsecondary education program

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compared to 41% of youth without disabilities

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What percentage of the young adults in the NLTS2 participated in some type of community social activity outside of work or school:

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one-half (49%) (social activity) (22%) (lessons or classes) (25%) volunteer community service activity (31%) community group ---------------------- Community participation varied by disability, ranging from 82% of youth with visual impairments having taken part in at least one social activity to 28% of students with intellectual disabilities.

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Young adults with disabilities are involved with the criminal justice system at a higher rate than same-age peers without disabilities.

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28% of out-of-high-school youth with disabilities in the NTLS2 had been arrested compared to 12% of youth in general population The range of disability categories: from a high of 62% of youth with emotional and behavioral disorders to 3% with orthopedic impairments

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Many secondary students and recent school leavers do not view themselves as ready for adulthood:

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60% of youth with disabilities ages 15-19 who participated in the NLTS2 reported that they thought of themselves as being able to handle challenges or feeling "use and important"

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When did congress first authorize funding for secondary education and transitional services for youth with disabilities:

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when it amended IDEA in 1983 (PL 98-199)

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What did Madeleine Will, director of the U.S. Office of Special Education and Rehabilitation Services propose:

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In 1984 she proposed a model of transition services that encompassed 3 levels of service, each conceptualized as a bridge between the secondary special education curriculum and adult employment.

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Each level of service was:

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generic, time limited and ongoing support - differed in nature and extent of the services an individual with disabilities needs to make a successful transition from school to work

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Halpern proposed a transition model that directed Will's generic, time-limited and ongoing support services:

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toward helping students with disabilities adjust to adult life in the community in 3 domains: - quality of residential environment - adequacy of social and interpersonal network - meaningful employment

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Halpern's view that secondary education for students with disabilities must focus on all domains of adult functioning greatly influenced:

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subsequent amendments to IDEA that have made transition services a central component of special education designed to achieve the national goal of "equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities"

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Transition Services are:

answer

A coordinated set of activities for a child with a disability that is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including: post-secondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living, or community participation.

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Transition planning needs to begin no later than the first IEP and be in effect when the child is:

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16 (14 in some states) and updated annually thereafter

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Each child's IEP must contain:

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1. appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment and where appropriate, independent living skills 2. the transition services (including courses of study) needed to assist the child in reaching those goals.

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What is the portion of an IEP that deals with transition planning called:

answer

An individualized transition plan (ITP) that details curricular programming and other supports that will prepare the student for a smooth and successful transition to adult life

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What is the purpose of the ITP:

answer

to ensure that all of our students step into the adult life they desire

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Each student should leave high school:

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- recognizing her personal strengths - knowing where to turn for support - looking toward adult life with confidence

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IDEA 2004 require IEP teams to follow a specific transition planning process

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1. Conduct age appropriate transition assessments 2. Write measurable postsecondary goals 3. Identify transition services 4. Develop annual IEP goals in support of postsecondary goals 5. Coordinate transition services with adult services agencies 6. Provide student with summary of performance

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What is the all-important initial and ongoing component of transition planning:

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Age-appropriate assessment: - who am I - what are my unique talents and interest - what do I want in life, now and in the future - what are some of life's demands that I can meet now - what are the main barriers to getting what I want from school and my community - what are my options in the school and community for preparing me for what I want to do, now and in the future

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A combination of what kind of assessment methods are used to determine the student's needs, strengths, preferences and interests in terms of current and future work, education, domestic, and social environments:

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a combination of formal and informal assessment methods

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Types of informal assessments:

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interviews, direct observations, anecdotal records, curriculum-based assessments, interest inventories, preference assessments and job-site evaluations

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Types of formal assessments:

answer

adaptive behavior and independent living assessments, aptitude tests, interest assessments, personality or preference tests, career development measures, and measures of self-determination

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Transition Planning Inventory:

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is widely used to determine the student's transition-related knowledge and skills 46 item assessment tool asks teachers, parents, and the student to rate the student's current competence across 9 transition domains (employment, further education and training, daily living, leisure)

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Items in self-determination domain:

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recognizes and accepts own strengths and limitations, expresses feelings and ideas to others appropriately and sets personal goals

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Postsecondary goal:

answer

generally understood to refer to those goals that a child hopes to achieve after leaving secondary school

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IDEA requires each student's IEP contain at least one postsecondary goal in:

answer

education or training, employment and where appropriate for the student, independent living

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A postsecondary goal is not the process of pursuing or moving toward a desired outcome:

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A measurable goal must contain: - a time frame - a clear behavior (the student will ____) - a situation (the summer after high school Lynn will ____)

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Person-centered planning:

answer

entails a variety of strategies and activities for determining the desires, concerns, hopes, and dreams of individuals with disabilities and their families can be an excellent way to engage the students/family in the transition process

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For each of the student's postsecondary goals, the teams identifies:

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at least one instructional strategy, experience or activity to assist the student in reaching it, the person or agency responsible for implementing the strategy or service, and the timeline for these responsibilities.

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IEP goals: IEP goals can be linked to more than one postsecondary goal

answer

for each postsecondary goal, at least one ANNUAL IEP goal must be written that helps the student make progress toward that goal

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EnvisionIT Program:

answer

integrates Internet research skills and transition planning with national and state academic content standards

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Where in special education are interdisciplinary teaming and interagency collaboration the most important:

answer

delivering transition services for secondary students

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What equals successful transition:

answer

Seamless transition requires the coordination, delivery and transfer of services from the secondary school program to receiving agencies

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What is a relatively new phenomenon with variable degrees of success from state to state and community to community:

answer

Systematic communication and coordination of service among schools and community-based adult service agencies

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Who does IDEA give the responsibility of implementing transition goals and activities

answer

Special Education

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2006 Federal Regulations for IDEA added a new transition-related requirement:

answer

Every student who exits special education services through graduation or by exceeding the age of eligibility, must receive a SUMMARY OF PERFORMANCE (SOP).

question

What is a Summary of Performance (SOP):

answer

summarizes the student's performance in academic achievement and functional performance and provides specific recommendations for what the student should do to continue progressing toward his or her goals and the kinds of community-based education/training, vocational, and independent living agencies and services that may have a role in helping the student achieve those goals

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The Council for Exceptional Children's Division on Career Development and Transition (DCDT) recommends:

answer

Career development and transition services begin in the elementary grades for all children with disabilities

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Federal Law defines competitive employment as:

answer

work in a competitive labor market on a full-or part-time basis in an integrated setting that earns at or above the federal minimum wage, but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by individuals who are not disabled

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Key characteristics of school programs:

answer

1. curriculum must stress functional skills - students must learn vocational skills that they will need and use - instruction of academic skills (minimally important) 2. students must receive ample opportunities to learn the social and interpersonal skills necessary to work effectively with colleagues in integrated work sites 3. community-based work experience and employment skill instruction should begin as early as ages 10-13

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The Choose and Take Action process: (4 steps)

answer

Step 1: Choice making Step 2: Plan Step 3: Try it Step 4: Evaluate

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Supported employment helps:

answer

adults with severe disabilities earn real wages for real work

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The success of supported employment depends:

answer

on job development

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Four distinct models of supported employment:

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1. Small business enterprise 2. Mobile work crew 3. Work enclave 4. Individual placement

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Customized employment: Value exchange between the employer and employee based on the unique needs and contributions of the individual and the discrete and emerging needs of the employer

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An approach to individual placement which entails carving out or creating a job within an integrated competitive work environment based on the current skills of the employee

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Employment Specialist (job coach or employment consultant):

answer

is the key to making a supported work program effective and is a community-based professional who works in a nonprofit job placement program, a public vocational or adult services program, or a secondary special education program

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Natural supports are:

answer

any assistance, relationships or interactions that allow a person to secure or maintain a community job in a way that corresponds to the typical work routines and social interactions of other employees

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Seven types of natural supports:

answer

1. Organizational supports 2. Physical supports 3. Social supports 4. Training supports 5. Social service supports 6. Community supports 7. Personal and family supports

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Natural cues are:

answer

features already existing in the work environment that the employee can see, hear, touch or smell and use as a signal for what to do next

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Self-monitoring can be effectively used in:

answer

employment training

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Sheltered employment:

answer

refers to work by people with disabilities at an accredited occupationally oriented facility, including a work activities center, operated by a private nonprofit agency, which except for its administrative and support staff, employs disabled people certified under special provisions of federal minimum wage laws

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What is the most common type of vocational activity for adults with severe disabilities:

answer

Sheltered employment

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In 2009 435, 443 individuals worked in sheltered employment

answer

4 times the number of people with intellectual and developmental disabilities

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Sheltered workshops provide

answer

one or more of three types of programs: 1. Evaluation and training for community-based employment (transitional workshops) 2. Extended or long-term employment 3. Work activities

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Work Activity Center offers:

answer

programs of activities for individuals whose disabilities are viewed by local decision makers as too severe for productive work.

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Employees in sheltered environments are evaluated:

answer

in relation to a competitive standard at least once every 6 months.

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TASH Resolution on integrated employment endorses: International Advocacy Association

answer

Integration, income benefits, customization and choice, control of resources, ongoing career advancement, individualized and natural supports, funding, education, business ownership and equal access

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In 2007-08 10.8% of undergraduate students and 7.6% of graduate students:

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reported having a disability

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The most prevalent types of disability reported by postsecondary students are:

answer

specific learning disabilities (31%), ADD/ADHD (18%), mental illness or psychiatric condition (15%), and health impairment (11%)

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Postsecondary education significantly improves chances of meaningful employment:

answer

- Adults with disabilities who leave high school without a diploma only 15.6% of them are employed - participation in the labor force doubles to 30.2% for those who completed high school - triples to 45.1% for those with some postsecondary education - Individuals who obtain a 4-year degree, the employment rate rises to 50.3%

question

Three types of apartment living:

answer

1. the apartment cluster 2. the co-residence apartment 3. the maximum-independence apartment (once a week visit)

question

Foster Home:

answer

when a family opens its home to an unrelated person for an extended period

question

Group Homes:

answer

provide family-style living for a small group of individuals, usually three to six people

question

Compared to institutions what are the two aspects of group homes that make them a much more normalized place to live:

answer

size and location

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Supported living:

answer

helps people with disabilities live in the community as independently and normally as possible - entails a personalized network of various types and levels of natural supports

question

Precepts of Supported Living:

answer

1. Housing is separate from assistance 2. Personalized assistance 3. Everyone is ready 4. Person-centered planning 5. Connections and generic community resources 6. Flexible supports 7. Combining natural assistance, learning and technology 8. A focus on what people can do 9. Language that is natural to the setting 10. Ownership

question

Residential units that meet the standards of the U.S. Department of Health, Education and Welfare and the Joint Commission on the Accreditation of Hospitals and qualify for federal and state Medicaid are referred to as:

answer

ICF-MR Medicaid facilities ICF-MR facilities serving 16 or more residents is considered an institution

question

Deinstitutionalization: 11 states closed all of their institutions

answer

the movement of people with disabilities out of large institutions and into smaller, community-based living environments such as group homes or apartments

question

Next Chapter Book Club (NCBC):

answer

3 Model Components: Literacy Learning Community Inclusion Social Connectedness

question

The ultimate transition goal: a better quality of life

answer

2 in 5 (42%) employed people with disabilities feel that their work requires them to use their full abilities 34% of adults with disabilities say they are very satisfied with life in general compared to 61% of those without disabilities

question

Quality of Life Questionnaire:

answer

The instrument consists of 40 items in four domains: 1. Overall satisfaction 2. Competence/productivity 3. Empowerment/Independence 4. Social Belonging/Community Integration

question

Handicapism:

answer

Describes biased reactions toward people with disabilities

Exceptional Children, Chapter 15

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