Transition

Legislation

Transition Services

Career Education

Residential Options

Aging

Legislative mandates Vocational Rehabilitation Act of 1973 (PL 93-

112) Section 504 – basic civil rights legislation for persons

with disabilities (illegal to discriminate against these individuals in access to vocational training and employment)

Recruitment, advertising, processing of applications Hiring, alteration in job status, and rehiring Rates of pay (compensation) Job assignment and classifications, progression, seniority Leaves of absence and sick leave Fringe benefits Selection and financial support for training, conferences, other job-

related activities Employer-approved activities, including social and recreational

programs

Legislative mandates

IDEA – FAPE for all persons with disabilities between 3 and 22 years of age Employment training

Transition services

ITP – Individual Transition Plan added to IEP Statement of transition service needs –

required by age 14 (or younger): courses of study

Statement of needed transition services – required beginning beginning with age 16 (or younger): services are in place before the student leaves school

Transition services – cont’d

Components of ITP: Employment training and placement Residential placement Leisure alternatives Income and medical support Transportation Long-term support and care

Transition services – cont’d

Three strategies to facilitate student and family involvement in the transition process (McDonnell et al., 1996) Adopt a person-centered approach to

transition planning Assist parents to identify their child’s

preferences Assist parents explore and identify their

expectations

Age of majority

At least 1 year before the student reaches the age of majority, IEP must contain information on person’s rights being transferred when s/he reaches age of majority

Career Education

Begins in early elementary years and continues throughout high school

Stages (Brolin, 1995) Career awareness - elementary Career exploration – middle school/ junior

high Career preparation – high school Career assimilation – transition to post-

secondary training

Successful Adult Living (Drew & Hardman, 2004)

Earning a living Having access to further education when

appropriate Personal independence Social interaction and community

participation Ongoing involvement within the life of the

family

Residential Living (Crane, 2002)

Independent living Supported independent living Family Residential training school Adult foster care – surrogate family Group home Small intensive care home Intermediate care facility Nursing home Large private institution ($76,000/year) Large public institution

Residential Living – cont’d

Group homes (small:2-4; large: 8-15 or more persons) – trained professionals, house director/administrator

Semi-independent homes and apartments – least supervised: Apartment clusters Single co-residence home or apartment Single home or apartment

Sheltered villages

Residential Living – cont’d

Intermediate care facilities-MR (ICF-MR) – type of certification Medicaid pays for (e.g., small or large group homes)

Persons who live in smaller residential facilities (fewer than 16) have increased likelihood to be socially included rather than those in larger institutions

Issues in Aging

173,000 older than 60 (United States, 1995) Presumably double by 2025 Studying aging: cross-sectional & longitudinal

approaches Medical concerns Psychiatrical concerns (dementia, Altzheimer’s,

depression) Mental functioning has same cognitive trends,

but earlier and rates higher (memory, learning) Social and personal functioning (less active,

increased dependence)

Conclusion

DO NOT ASSUME, BUT

PLAN AND ANTICIPATE