Transition Planning for Positive Adult Outcomes for Individuals with Autism Spectrum Disorders
description
Transcript of Transition Planning for Positive Adult Outcomes for Individuals with Autism Spectrum Disorders
Transition Planning for Positive Adult Outcomes for Individuals with Autism
Spectrum Disorders
Domenico Cavaiuolo, Ph.D.Daniel Steere, Ph.D.
East Stroudsburg UniversityDepartment of Special Education &
Rehabilitation
Fundamental Questions
What is the purpose of public education?
Where are the former students of the special education with ASD?
What have been the outcomes of students with ASD leaving schools
Data from NLTS-2 study: 56% of youths with ASD are engaged in employment, postsecondary education and/or job training
26% – 31% of students with ASD are reported to be employed upon exiting school
26% of students with ASD are in postsecondary education or training
Outcomes: Data from NLTS-2 study:
Students with ASD are among the least likely to be actively involved with individual friends
- 44% never visit with a friend- 83% never receive telephone calls from friends
Outcomes:Data from NLTS-2 study:
45% of students with ASD have outcome statements of competitive or supported employment
15% have outcomes statements that focus on sheltered employment
2.6% of students with ASD were reported to take a leadership role in their transition planning IEP meetings
67% were not present at their planning meetings or did not participate
So what does the data tell us about education, transition and the IEP process for students with ASD?
IDEA-04 Definition
“ …transition services means a coordinated set of activities for a student, designed within a results oriented process, which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.”
IDEA 04 Definition: Key Points
A coordinated set of activities Designed within a results-oriented process that is focused on:
Improving academic and functional achievement in post-school activities, and
Is based upon the individual student’s needs, taking into account the student’s preferences and interests
Responsibilities
The main responsibility of schools is preparing students with ASD and other disabilities for life after high school
HOW? Among other things, a fundamental component is SELF-DETERMINATION
Who are the Key Stakeholders in this Process?
Family
Students
School/Teachers
Community Providers
Potential Funding Sources/Government Agencies/Business Community
Key Elements that Make the Difference in Transition Planning
Proactive Planning = Collaboration and preparedness – fulfilling the responsibility for transition
Students = Self-determination and student involvement in planning
Families = Involvement in planning School = “Appropriate” curriculum content for attainment of post-secondary outcomes
Proactive Planning Transition Considerations at 14 – 16
Identify the student’s interests and preferences – Conduct Person Centered Planning
Identify course of study that reflects the student’s post-school outcomes
Educational and community experiences have been identified based on post-school outcomes
Options to explore are included in the student’s IEP
Transition Considerations at 14 – 16
Student learns to and is encouraged to make choices and decisions
Student is learning self-advocacy and self-determination skills
Accommodations and modifications are being explored as tools to access education, work, housing & community
Provide for opportunities for developing friends and relationships
Transition Considerations at 16 – and Older
Providers identified and linked to community services
Community service providers, VR, DD, adult services have been invited
Family and student provided with information on adult services
Family and student have been guided toward financial support, SSI, Medical Assistance, etc. if needed
Transition Considerations at 16 – and Older
Family and student have completed applications for services
Help student to develop portfolio and resume
Student is actively learning needed independent living skills
Student has identified post-school outcomes
Transition Considerations at 16 – and Older
Student is learning responsible behavior that is necessary for success in employment, post-secondary education and other community settings in adulthood
The student is taking the necessary steps to register to vote and apply for selective service
Students: Self Determination for Effective Transition Planning
In order to make decisions, young people need to know what they like, are good at, and are interested in
To make choices about careers, recreation, and places to live, students need choice making and decision making skills
To participate in planning, students need to be able to communicate choices and desires
Communication!!!!!!
Address the communication issue of the student with ASD as early as possible
What is the best mode of communication for the student?
Some Examples
Preparing for an IEP meeting – Social Stories
Participating in the meeting or even leading the meeting
Researching options for the future
Evaluating options
Some Examples
Choosing courses to take Developing a resume Applying for services Contacting sources of natural support for help
Learning to describe one’s own disability – Self Awareness
Some Examples
Learning to self advocate for accommodations
Evaluating progress toward the achievement of the desired outcomes
Learning to be assertive, disagree, and speak up
Self-Determined Life Guarding
“We’re encouraging people to becomeinvolved in their own rescue.”
Families: Involvement in the Transition Planning
Transition from school to adult life is a major life cycle change!
Be prepared to switch from the Special Education system to the Adult Services world
Gather information and be informed Develop a network of support “natural support” system for the student
Families: Involvement in the Transition Planning
Connect with other families as a sources of support
Be clear of the expectations for the student – too low or too high?
Develop a clear picture of your son/daughter with regards to work, postsecondary education, housing, etc.
Have a life plan – Legal planning – Special Needs Trust
Great Ideas to Improve Planning
Be prepared before the meeting so as to understand the process and play an active role in planning
Conduct person centered planning on an ongoing basis
Encourage the development of an action plan for all team members, include clear directions for responsibility for all
Great Ideas to Improve Planning
Encourage as many experiences as possible and then help the student reflect on them
Revise the plan when needed Start early!!
Sometimes Mothers can be Pushy
Curriculum & Instruction Issues
What should we be teaching student with ASD of transition age?
How do we infuse functional skills into the general education curriculum?
Where should instruction take place?
What to Teach
Depends on the desired post-school outcomes (Backward Planning)
Depends on the degree to which the typical curriculum can be adapted to meet the needs of a particular student
The IEP Process
Post School
Outcomes
Present Levels of
Performance
Statementof Transition
Needs
Annual Goals and Objectives
What to Teach
We should consider basic living skills that all students need for success (functional skills)
We should consider recommendations from business and industry
Generalized skills and abilities are most useful and functional
What to Teach
Self-determination skills
Social skills
Requisite skills for college prep and/or technical training school
“My question is: Are we making an impact?”
Research in Effectiveness of Transition Planning
The consensus is that earlier planning is beneficial (as early as age 14)(Flexer, Simmons, Luft, & Baer, 2005; Steere, Rose, & Cavaiuolo, 2006; Szymanski, 1994; Wehman, 2001)
Research in Effectiveness of Transition Planning
Lack of specificity and completeness of transition sections of IEPs have been noted(Grigal, Test, Beattie, & Wood, 1997; Katsiyannis, Zhang, Woodruff, & Dixon, 2005; McMahan & Baer, 2001; Kraemer & Blacher; Powers, Gil-Kashiwabara, Geenan, Powers, Balandran, & Palmer, 2005)
Research in Effectiveness of Transition Planning
Participation by students and their families in transition planning meetings is often inconsistent(Powers, Gil-Kashiwabara, Geenan, Powers, Balandran, & Palmer, 2005; Zhang, Ivester, Chen, & Katsiyannis, 2005)
Research: Student Involvement
Student involvement in planning has often been lacking(Katsiyannis, Zhang, Woodruff, & Dixon, 2005; Martin, Greene, & Borland, 2004; Mason, Field, & Sawilowsky, 2004; McMahan & Baer, 2001; Powers, Gil-Kashiwabara, Geenan, Powers, Balandran, & Palmer, 2005)
Research: Student Involvement
Other planning participants report positive results when students are active participants in their own transition IEP meetings(Grigal, Neubert, Moon, & Graham, 2003; Martin, Marshall, & Sale, 2004)
Research: Student Involvement
Person-centered planning has been reported to be an effective planning approach in clarifying students strengths, interests, and preferences(Butterworth, Steere, & Whitney-Thomas, 1997; Hagner, Helm, & Butterworth, 1996; Held, Thoma, & Thomas, 2004; Miner & Bates, 1997; Steere, Gregory, Heiny, & Butterworth, 1995; Whitney-Thomas, Shaw, Honey, & Butterworth, 1998)
Research: Student Involvement
The effectiveness of training in self-determination skills has been demonstrated with students with learning disabilities, mental retardation, and emotional disturbance(Allen, Smith, Test, Flowers, & Wood, 2001; Mason, McGahee-Kovac, Johnson, & Stillerman, 2002; Weymeyer & Lawrence, 1995)
Research: Student Involvement
The effectiveness of teaching students to participate in IEP meetings has been demonstrated with students with learning disabilities, mental retardation, and emotional disturbance(Allen, Smith, Test, Flowers, & Wood, 2001; Lehmann, Bassett, Sands, Spencer, & Gliner, 1999; Test, Mason, Hughes, Konrad, Neale & Wood, 2004)
Challenges facing students with ASD in implementing effective practices
Lack of awareness of ASD and how to fully work with the student with extreme movement differences
Ineffective transition programs to address the specific needs of the student with ASD
Poor transition plans that lead to poor or no outcomes after school
Challenges facing students with ASD in implementing effective practices
Inexperienced staff and teachers to handle the challenges of the student with ASD
One-size-fits-all program design
Effective Transition Practices for Students with ASD
Begin early Conduct Person Centered Planning Address personal interests, unique characteristics, skills and talents of the student
Build on experiences – create opportunities
Hone strengths, avoid weaknesses
Some Final Thoughts
It requires creativity and commitment to include students and their families to be active participants in planning
Real choices come from real experiences, including work experiences
Student choices, interests and preferences are at the heart of transition planning
Some Final Thoughts
Effective collaboration among agencies, schools, businesses, and community members is essential
Effective transition planning has positive impact on students, their families and their communities
“Insanity is engaging in the same process over
and over, and expecting different outcomes.”
Albert Einstein
Thanks for Listening
Dr. Domenico [email protected]. Daniel [email protected].