Rethinking Transition Goals for Independent Living:

The Importance of Community Participation, Recreation and Leisure 

Nancy Hunter, Special Education Consultant

nancytx1@yahoo.com

Mike Sullivan, Outreach Director-

Special Olympics Texas

msullivan@sotx.org

Transition: Beyond Writing the Post-secondary Goals ‘the Right Way’

When identifying transition needs and planning transition services, ask:

What matters most to the family? “When you think about life after high school for

your son or daughter, what are you greatest concerns?”

Which of these may relate to a need for special education services?

Which will have the greatest impact on ultimate Quality of Life (both meaningful and satisfying)?

IDEA, 2004 “Reminders” We All Need to Know

Special Education (CFR 300.39) - “specially designed instruction…to meet the unique needs of a child with a disability…including instruction in physical education…”

Assistive Technology Device (CFR 300.5) – “any item, piece of equipment, or product system…that is used to increase, maintain, or improve the functional capabilities of a child with a disability…”

“Specially Designed Instruction”

(CFR 300.39 (a)(3)) “specially designed instruction means adapting, as appropriate to the needs of an eligible child…the content, methodology, or delivery of instruction (i) to address the unique needs…that result from

the disability; and (ii) to ensure access of the child to the general

curriculum, so that the child can meet the educational standards…that apply to all children”

Physical Education as Special Education in IDEA, 2004

CFR 300.39(b)(2) – “Physical education means (i) the development of –

(A) Physical and motor skills (B) Fundamental motor skills and patterns (C) Skills in aquatics, dance and individual and group

games and sports (including intramural and lifetime sports); and

(ii) includes special physical education, adapted physical education, movement education, and motor development “

New in IDEA, 2004!CFR 300.18 – Physical Education

(a) “Physical education services, specially designed if necessary, must be made available to every child with a disability receiving FAPE (free, appropriate, public education)….

(b) Regular physical education – Each child with a disability must be afforded the opportunity to participate in the regular physical education program available to non-disabled students unless --

NEW! “Physical Education” in IDEA, 2004

Continued… (1) the child is enrolled full time in a separate facility; or (2) the child needs specially designed physical education, as

prescribed in the child’s IEP

(c) Special physical education. If specially designed physical education is prescribed in a child’s IEP, the public agency responsible for the education of that child must provide the services directly or make arrangements for those services to be provided through other public or private programs

What Are “Related Services?”

CFR 300.34 (a) Support services, such as transportation, interpreting services, counseling, occupational therapy, etc. “required to assist a child with a disability to benefit from special education” and includes-

[11] Recreation including assessment of leisure function; therapeutic recreation services; recreation programs in schools and community agencies; and leisure education.

New! In IDEA, 2004 – “Nonacademic Services”

CFR 300.107 and 300.117 – Each public agency must take steps….determined appropriate and necessary by the child’s IEP Team, to provide nonacademic and extracurricular services and activities in the manner necessary to afford children with disabilities and equal opportunity for participation in those services…..

“Nonacademic and Extracurricular Activities”

(b) …including counseling services, athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the public agency, referrals to agencies that provide assistance to individuals with disabilities, and employment of students, including both employment by the public agency and assistance in making outside employment available.”

Adapted P.E. Evaluations (little known facts)

Students for whom some or all of the enrolled grade level TEKS (Texas Essential Knowledge and Skills) for P.E. are not appropriate will need an Adapted P.E. evaluation.

The goals and objectives for P.E. should be developed as a result of this evaluation.

They may include modified TEKS (e.g. some of the grade level TEKS instead of all, or pre-requisite skills of the TEKS, or unique goals specific to the child’s needs.)

How is a NEED for Adapted PE or “Recreation as a Related Service”

Determined? An evaluation and written report indicating the

student’s need for each service must be completed, including – The learning competencies which identify the need for the

service Documentation that the service will enable the child to

participate in or benefit from instruction A recommendation for the specific service to be provided

Only an IEP team( ARD committee) can consider the evaluation and determine needed services

Texas Education Agency’s Comments on Appropriate P.E. for Students with Disabilities (TEA Comments from 2003-2004 DEC Monitoring Document)

The general education PE teacher and/or the Adapted PE teacher much be an active part of the evaluation and invited, if appropriate, to participate in the ARD/IEP meeting

“Children who receive Adapted PE or modified methodology or content in PE are frequently placed in the regular PE class for instruction”

Adapted P.E.: What Does the Child Need?

Placement in a regular PE class does not exempt a student from an Adapted PE evaluation

Modified content or methodology questions need to be raised in an ARD/IEP meeting:

“What are my child’s unique needs?” “How will they be addressed in a general ed. P.E. class?” “Are regular sports appropriate for my child, or would

training and competition in sports along with peers at a comparable skill level be more equitable for my child?”

“How can my child’s needs most naturally be addressed?” (i.e. actual training, real competition, related community experiences, social skills training)

Curriculum Challenge facing LIFE Skills Teachers Today

Historically, “what was/is LIFE Skills?” Learning In Functional Environments (20+ years in

practice)….programming for children with moderate to severe cognitive disabilities

Changes in state assessments, have changed also curricular expectations: No Child Left Behind (“same rich curriculum for all”) NEW: Requirement for all students to participate in the

state assessment (TAKS) -- enrolled-grade level standards Emphasis on general education curriculum (math, reading,

science, social studies) The dilemma: Balance with traditional LIFE Skills curriculum

Special Olympics and Transition

Special Olympics Texas saw a need for transition information for youth who have participated in school-based Special Olympics programs Misperception that Special Olympics opportunities

‘come to an end’ upon graduation No information readily available about adult Special

Olympics teams With the loss of Special Olympics participation for many

youth, their social network as well as their outlet for physical exercise and team participation ends

Solution: Special Olympics Texas Transition brochure with area-specific information on adult teams/programs

Recreation as a Related Service in the IEP

Recreation can be a ‘Related Service” in the IEP If a child needs development of recreation and leisure

skills -- including life-long sports, wellness activities, etc. Special Olympics is a natural fit for Recreation as a

Related Service and can be written into the IEP. Benefits of Recreation

Enhances quality of life Impacts the quality of the relationships with others (social

skills objectives in the IEP) Provides a means to occupy leisure time in socially

acceptable ways Focus on Independent Living Skills connection

Research in the Field of Developmental Disabilities

Supports….. Students with intellectual disabilities need more

opportunities to generalize skills to other settings, etc.

Students need hands-on experiential learning in natural settings

Students need to work on the life skills that are both needed now and will be needed in the future

Skills should focus on those that maximize independence, social acceptance, and participation in the community at large.

Where Do Students Learn Recreation and Leisure Skills

From a LIFE Skills context, the settings should not be different from those used by the rest of society Home and neighborhood Community School Physical fitness venues

Key LIFE Skills Concepts We Can Teach through Special Olympics

Generalization of Skills Can the student demonstrate a skill learned at

school in a new environment? Are the skills being taught needed both

immediately and for the long-term? Is the skill promoting independence? Is the skills FUNCTIONAL? Student self-determination (knowing what you

want/prefer and how to get it – “Informed Choice”)

The “Gold Standard” for Selecting Appropriateness of IEP Activities

Are there some skills and activities that are more valuable than others? What factors determine relative value? Activities that remain appropriate into

adulthood and have lifelong value

Travel Training

Promotes independence Decreases dependence on school/agency/program Promotes natural connections, decision-making, and

personal responsibility Related skills:

Getting ready to leave Traveling with others, conversation skills Using community streets safely Using elevator Understanding community signs Using social skills

“Transition” in the IEP: Shifting the Focus to Future Plans

By 16, the IEP must contain post-school goals based on assessments of the student’s needs for: Employment Education and Training (could include Special Olympics

training, connections to adult teams, ALPS, etc.) Post-secondary Education Independent Living Skills, if appropriate

The special education and related services that promote movement toward those post-school goals

Any needed interagency responsibilities and linkages

Special Olympics & Transition “Quality of Life” Bonuses

Athlete Leadership Program Athletes as coaches, as volunteers

‘community service’ opportunities Youth’s ‘status’ is elevated in the community at

large Benefits: seeing the athlete as a potential worker

Showcasing competencies Enhancing social skills, acceptance and

independent living skills naturally