Improving Transition Outcomes for Young Adults with Complex Disabilities including

Deafblindness“An Emphasis on Beliefs, Planning, Curriculum

and Coordination”presented by

Jerry G. Petroff, Ph.D.

2008 Transition/Parent-Educator Connection Conference

Reach for SuccessFebruary 18-19, 2008

What do we know about the Post-School Lives of Youth with Complex / Significant

Disabilities?

Historical and Research Context

What are the factors that promote youth with deafblindness to transition from school to successful adult lives

within their communities?

Then . . . Now

Prior to 1999 1999 Today No reliable Post-School Data

1st National Post-School Study

NFADB Family Study

Pilot 2nd National Post-School Study

National Transition Follow-up Study of

Youth Identified as Deafblind

Characteristics of Youth Identified as Deafblind

Post – Secondary Experiences

Post – School Experiences

National Transition Follow-up Study of

Youth Identified as Deafblind

“Parent Perspectives”(Petroff, 1999)WHAT THE STUDY REVEALED ABOUT

PLANNING AND EDUCATIONAL PROGRAMS

The majority of students did not received adequate transition planning;

Only 40% of the students’ and/or parents’ interests and preferences were identified as a component of the transition planning process;

Only 12% of youth and their families were involved in person- centered planning;

Of those who engaged in transition planning, the majority didn’t begin until one year prior to school exit;

A very few number of students received community based experiences (vocational or otherwise)

The Post-School Lives of Youth with Deafblindness

by

Families Across America

National Transition Follow-up Study of

Youth Identified as Deafblind

“Parent Perspectives”(Petroff, 1999)

WHAT THE STUDY REVEALED ABOUT PLANNING AND EDUCATIONAL

PROGRAMS

The majority of students did not received adequate transition planning;

Only 40% of the students’ and/or parents’ interests and preferences were identified as a component of the transition planning process;

Only 12% of youth and their families were involved in person- centered planning;

Of those who engaged in transition planning, the majority didn’t begin until one year prior to school exit;

A very few number of students received community based experiences (vocational or otherwise)

2nd National Transition Follow-up Study of

Youth Identified as Deafblind

“Parent Perspectives”

[Petroff, 2008]

Research question(s) remain the same, with the exception that there is further inquiry into the effects of education under No Child Left Behind and related federal policies;

The study structure remains the same with some updates related to terms and inclusion of characteristics;

The reporting process is expanded through an on-line survey response; in-person interviews and telephone interviews

National Transition Follow-up Study of Youth Identified as

Deafblind

2007 Pilot Study Data suggests that there is an improvement in the secondary educational experiences of youth with deafblindness (access to the general education curriculum as compared to the original 1999 study

Data suggests that there is no improvement in employment outcomes for youth with deafblindness as compared to the 1999 study

Data suggests that more youth are volunteering than working

Data suggests that there youth remain primarily living with their parents;

Data suggests youth who are deafblind continue to be isolated within their communities.

Transition planning is much more deliberate yet maybe yielding similar results;

Parents and others are aware of the concepts of transition planning

Transition Survey 2007

Ranking of Important Aspects of Post-School Lives

Areas that parents would want control

Barriers and Challenges

General Data regarding current living and employment

RESULTS

To find the KEYs to successful transition from school to adult life for youth with complex needs . . .

Transition Planning

and compatible

Educational Programs and Services

ORIGMAI ActivityLessons in Making

Transitions

What did we learn?It’s not easy!

It’s difficult to get it perfect, if not impossible.

It’s easier with help.

It looks different each time.

You need the right kind of paper (resources).

Some are more difficult to make than others.

It takes time!

You need the directions.

Values

Practice

Mandates

Exploring

Our

Values / Beliefs

And

Assumptions

Practices will not change until beliefs, values and skills change.

National Transition Network, 1997

Clarifying our Beliefs and Articulating our

Assumptions regarding the

transition from School to Adult Life

Why is this a critical first step for engaging in planning and provision

of support for youth with significant and complex disabilities?

Beliefs and Assumptionsregarding the

Transition and Post-School Lives of Youth with Disabilities

All students should leave school equipped to be successful, interdependent adults.

Adult Life is more than work and care.

All students can and have the right to become adult citizens of their community.

Each student’s voice must guide the transition process.

Families are a critical component to the planning and success of any youth’s transition from school to adult life.

Each family has its own unique culture that must be respected as factor in the planning and support of youth in transition.

Quality of life is defined by the individual.

Assumptions related to competency require attention to the developing of skills in self efficacy or self-determination

CONTROL

Opportunities / Choices

Honor Preferences

Acknowledge Communication

Self Determination“An Underlying Concept for Successful

Transition”

● The inherent right of individuals to assume control of and make choices that have an impact on their lives

● The right to assume control of one’s life

● Refers to personal attitudes and abilities that facilitate an individual’s identification and pursuit of goals. The expression of self determination is reflected in personal attitudes of empowerment, active participation in decision making, and self-directed action to achieve personally valued goals

Powers et. Al., 1996

What factors can influence a child’s growth in self-

determination?

Balancing Risk with Challenge

Building Competencies and Strengths

Increasing Opportunities for Personal Mastery and Independence

Providing Positive and High Expectations

Assuring meaningful Roles within the Home, School and Community

Support and Encourage Friendships Building

How do your young adults self-determine?

Skills Linked to Self-Determination

Choice Making

Decision Making

Problem Solving

Goal Setting /Attainment

Self-Awareness

What are the challenges to Self-Determination for

Students and Young Adults with Complex and Significant Disabilities ?

□ Communication

□ Access to the Environment

□ Freedom and Independent Control

Transition Mandates

Changes and Implications of the Recently REAUTHORIZED IDEA 2004 regarding Transition from School to Adult Life for Youth with Severe Disabilities

Transition Mandates

(1)(A) to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.

Transition MandatesThe 2004 reauthorized IDEA( H.R 2004) requires EA required transition planning as part of the IEP process for all students with disabilities who are 16 and older.

For each student with a disability (VII) beginning not later than the first IEP to be in effect when the child is 16, and updated annually, thereafter-

(aa) Appropriate measurable postsecondary goals based up age appropriate transition assessments related to training, education, employment and, where appropriate independent living skills;

(bb) the transition services (including courses of study) needed to assist the child in reaching those goals

.

PLANNING

Transition Mandates

(34) The term transition services means a “coordinated set of activities for a child with a disability that –

(A) 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 pose-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

(B) is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and

(C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocation evaluation.

Definition of Transition Services

Course of Study Transition Services

Coordinated Set of Activities Results-Oriented

Process

Making Sense of the Mandates

and then assessing for transition with the mandates and values in mind

What is the purpose of Assessment for Transition from School to Adult Life?

Transition Assessment

► To determine a student’s preferences and interests

► To determine long term post-school outcomes: Living, Work; Community Participation

► To determine the support and services needed

► To identify the priorities of the family

Other Assessment Objective ?

What do you Assess ? Preferences & Interest of the Youth

Strengths & Talents

Communication & Social Skills

Assistive Technology

Past Experiences

Health and Physical Limitations

Support Needs

Home, School and Community FUTURE Environments & Opportunities

Functional Skills

Barriers What Else ? ? ? ?

How do you put this all together for youth with complex / significant disabilities?

Let’s try to go through the process

Who is Helen?A 16 year old young woman who uses tactile American Sign Language; Braille literacy on grade level (High School); enjoys quiet nights at home reading; talented speaker; demonstrates a thirst for knowledge.

What are Helen’s Support Needs ?

Uses an intervenor (Annie); has relatively good O& M Skills with the use of a cane and sighted guide; has excellent personal care skills but has become accustom to people assisting her (so has a tendency toward prompt dependence; reads and writes in Braille; has a very supportive family; needs some level of assistance in skills of daily living especially in the dining room.

What is Helen’s Educational and Service History?

Has had a one-to-one teacher trained in the education of children with deafblindness; educated in a variety of natural settings; all related services were provided by her teacher; a highly academic curriculum supported by a functional activities based instructional program

Petroff, 2003

Identify Post-School Outcomes

Strengths

Preferences & Interest

Student Instructional &

Curriculum Needs

Course of Study

Transition Services

Goals and Objectives

Comprehensive Transition Protocol

Petroff, 2003

□ MAPs involving Parents/Annie□ Develop Video Resume□ Portfolio of Accomplishments to date

□ _________________□ _________________□ _________________

□ Interview / Survey Student□ Conduct Career Inventory□ Conduct a PATH

Identify Post-School Outcomes

Strengths,

Preferences & Interest

□ Direct Assessment of Academic □ Battery of Situational Assessment □ Related Services Assessments

Student Instructional &

Curriculum Needs

□ _________________□ _________________□ _________________

Course of Study

Transition Services

□ _________________□ _________________□ _________________

Goals and Objectives

Comprehensive Transition Protocol STEP 1

Petroff, 2003

□ Great Literary Skills□ People Person□ Well Spoken

□ _________________□ _________________□ _________________

□ Get Accepted to an Ivy College□ Develop a Vaudeville Act□ Develop a Social Network

Identify Post-School Outcomes

Strengths

Preferences & Interest

□ Alternate Format Materials□ One-to-One Instruction / Intervenor□ O&M Services and other

Student Instructional &

Curriculum Needs

□ _________________□ _________________□ _________________

Transition Service

Needs

Needed Transition Services

□ _________________□ _________________□ _________________

Goals and Objectives

Comprehensive Transition Protocol STEP 1

Petroff, 2003

□ _________________□ _________________□ _________________

□ Begin Exploring Colleges□ Enroll in SAT Prep Course□ Explore the Demands of Independent College Living

□ _________________□ _________________□ _________________

Identify Post-School Outcomes

Skills, Abilities, & Talents

Preferences & Interest

□ _________________□ _________________□ _________________

Student Instructional &

Curriculum Needs

□ College Prep Course□ Technical Consult from DVR□ Independent Living Training

Transition Service

Needs

Needed Transition Services

The Above are Infused with a IEP that represents a Multi- Year Plan leading toward the Identified Post-School Outcomes

Goals and Objectives

Comprehensive Transition Protocol STEP II

Petroff, 2003

□ _________________□ _________________□ _________________

□ _________________□ _________________□ _________________

□ _________________□ _________________□ _________________

Identify Post-School Outcomes

Strengths

Preferences & Interest

□ _________________□ _________________□ _________________

Student Instructional &

Curriculum Needs

□ _________________□ _________________□ _________________

Course of Study

Transition Services

□ _________________□ _________________□ _________________

Goals and Objectives

Comprehensive Transition Protocol

How do I know?

What do we look for?

Collaborative School and Community Teams

supporting the

Transition from School to Adult life

ASSUMPTIONS

Whereas . . . the link between deliberate planning, appropriate educational programs and services and a system of coordinated linkages with adult services and the community is well defined within the research, accepted effective practices and regulations as critical to the successful transition of students with disabilities from school to adult life;

Whereas . . . self-advocacy and the movement toward appropriate and equitable supports and services for individuals with disabilities continues to mandate change and requires substantial effort for all those involved;

Whereas . . . schools and communities struggle with the responsibilities, skills and understandings regarding the expectations of youth with disabilities and their families toward “full citizenship”;

Whereas . . . the efforts to enhance, develop and support effective transition programs and services for all students is a formidable and complex process

Whereas . . . The primary goal for all youth with disabilities is to assure that the last day of school is no different than the day after.

Therefore . . .

The promotion of effective coordination of transition services and the implementation of transition sensitive programs requires the efforts of a TEAM that includes students, parents, community members and professionals from schools and adult agencies.