Transition Services for D/HH Students D/HH Students with Special Needs

Purpose of Transition Legislation Gaps in services: entitlement vs eligibility Gaps in services: entitlement vs eligibility All disabilities entitled to K-12 services All disabilities entitled to K-12 services Schools must find all children and provide services Schools must find all children and provide services Adult services are eligibility-based Adult services are eligibility-based Students must apply and wait for sufficient funds Students must apply and wait for sufficient funds

Purpose of Transition Legislation Resulting service gaps Resulting service gaps Students graduated & waited for adult services to find them Students graduated & waited for adult services to find them Very poor employment and independent living rates Very poor employment and independent living rates High tax burden through SSI support High tax burden through SSI support

Transition Legislation IDEA 1990 IDEA 1990 Coordinated set of activities Coordinated set of activities Outcome-oriented process Outcome-oriented process Movement from school to post-school including Movement from school to post-school including Postsecondary educ Postsecondary educ Vocational training Vocational training Integrated employment (& supported employment) Integrated employment (& supported employment) Independent living and community participation Independent living and community participation Based on student’s needs, preferences, and interests Based on student’s needs, preferences, and interests Includes: Includes: Instruction and post-school objectives Instruction and post-school objectives Community experiences and daily living skills Community experiences and daily living skills Functional vocational evaluation Functional vocational evaluation

Transition Legislation IDEA 1997 IDEA 1997 Statement of needed transition services Statement of needed transition services Course of study identified at 14 yrs Course of study identified at 14 yrs IDEA 2004 IDEA 2004 Coordinated set of activities that is results oriented and focused on improving academic and functional achievement…to facilitate movement from school to postschool activities Coordinated set of activities that is results oriented and focused on improving academic and functional achievement…to facilitate movement from school to postschool activities Appropriate measurable postsecondary goals based on age appropriate transition assessments related to training, education, employment, independent living skills Appropriate measurable postsecondary goals based on age appropriate transition assessments related to training, education, employment, independent living skills Transition services and course of study to assist in reaching transition goals Transition services and course of study to assist in reaching transition goals Transition planning to begin at 16 yrs Transition planning to begin at 16 yrs Focus on academic and functional achievement and away from supports and linkages—to better align with academics and focus on outcomes (rather than process) Focus on academic and functional achievement and away from supports and linkages—to better align with academics and focus on outcomes (rather than process)

Key Components Age 16 ( or earlier if needed: Ohio is 14 ) Age 16 ( or earlier if needed: Ohio is 14 ) Age appropriate transition assessments Age appropriate transition assessments Measurable goals Measurable goals Clearer academic links Clearer academic links Indicate related IEP goals Indicate related IEP goals Course of study Course of study

Key Services and Terms Career awareness, exploration, preparation, assimilation Career awareness, exploration, preparation, assimilation Job shadowing, work experience, youth apprenticeships, mentoring, internships Job shadowing, work experience, youth apprenticeships, mentoring, internships Job search, on-the-job training, job maintenance, advancement & promotion Job search, on-the-job training, job maintenance, advancement & promotion Sheltered workshops, supported employment, paid community work Sheltered workshops, supported employment, paid community work

IDEA ‘04 Indicator 13 To ensure that states and districts comply: To ensure that states and districts comply: Indicator 13 checklist—quality transition plans Indicator 13 checklist—quality transition plans Lesson plans Lesson plans Indicator 14 checklist—report on students’ postschool outcomes at 1 year /What%20is%20I14.pdf Indicator 14 checklist—report on students’ postschool outcomes at 1 year /What%20is%20I14.pdf /What%20is%20I14.pdf /What%20is%20I14.pdf Information on the 20 quality indicators for state data collection Information on the 20 quality indicators for state data collection National Secondary Transition Technical Assistance Center National Secondary Transition Technical Assistance Center

Deaf Resources PEPNet: Postsecondary Education Preparation Network / PEPNet: Postsecondary Education Preparation Network / / / Map It Map It Map It Map It iTransition Training iTransition Training iTransition Training iTransition Training Success in the Workplace Guide Success in the Workplace Guide Success in the Workplace Guide Success in the Workplace Guide More Transition Resources More Transition Resources More Transition Resources More Transition Resources

Challenges for D/HH Students Schools with transition coordinators Schools with transition coordinators Most have no training with D/HH students Most have no training with D/HH students Most leave D/HH students to teachers Most leave D/HH students to teachers Most DFED teachers have minimal training Most DFED teachers have minimal training Little opportunity for job shadowing, work experience, or community activities Little opportunity for job shadowing, work experience, or community activities Resistance from vocational training teachers to include D/HH students or help identify appropriate jobs Resistance from vocational training teachers to include D/HH students or help identify appropriate jobs

Best Transition Practices Begin IEP planning with transition outcomes Begin IEP planning with transition outcomes Assures transition and academic linkages Assures transition and academic linkages Backward planning processes Backward planning processes Begin from transition goals and plan previous steps Begin from transition goals and plan previous steps Interagency service coordination Interagency service coordination Community experiences including paid work Community experiences including paid work Supports for postsecondary education Supports for postsecondary education Family involvement Family involvement Student empowerment Student empowerment

Transition Assessments IDEA requires age appropriate assessments Interests, skills, and abilities Interests, skills, and abilities Interest inventories (Reading Free, WRIOT, pictorial) Interest inventories (Reading Free, WRIOT, pictorial)Reading FreeWRIOTReading FreeWRIOT Also check online for print versions (may be appropriate) Also check online for print versions (may be appropriate) Observations of skills/abilities Observations of skills/abilities Computer and task assessments often are unreliable for D/HH Computer and task assessments often are unreliable for D/HH Disability and accommodations Disability and accommodations Audiograms and ALD trouble-shooting Audiograms and ALD trouble-shooting Communication and social skills Communication and social skills SLPI and Meadow-Kendall Soc Emot Dev SLPI and Meadow-Kendall Soc Emot Dev

Transition Assessments Independent living Independent living ARC and Vineland self-determination scales ARC and Vineland self-determination scales ARC Self-Determination Self-Determination Employment Employment Employment IEP participation IEP participation Goal setting Goal setting Self-Directed Search and website Self-Directed Search and website Self-Directed Search website Self-Directed Search website Transition skills for the Deaf Transition skills for the Deaf Transition Competence Battery Transition Competence Battery Transition Competence Battery Transition Competence Battery

Transition Assessments Ecological assessments Ecological assessments Work, living, and community environments Work, living, and community environments Matching of situational expectations with student abilities Matching of situational expectations with student abilities Ecologically-based curriculum for severe disabilties Ecologically-based curriculum for severe disabilties Functional assessments Functional assessments Employability and Life Skills Assessment Employability and Life Skills Assessment Important work and life skills, elem – HS Important work and life skills, elem – HS Functional curriculum to address needs Functional curriculum to address needs Situational assessments Situational assessments Scenarios and specific tasks in identified settings Scenarios and specific tasks in identified settings

Self-determination Programs Choicemaker: J. Martin & L. Marshall Choicemaker: J. Martin & L. Marshall Self-Directed IEP Self-Directed IEP Students learn to manage 11 steps of the IEP Students learn to manage 11 steps of the IEP Choosing Employment Goals Choosing Employment Goals Choosing Educational Goals Choosing Educational Goals Choosing Personal Goals Choosing Personal Goals Take Action: Making Goals Happen Take Action: Making Goals Happen All disabilities: students became empowered enough to make their own video (Take Action) All disabilities: students became empowered enough to make their own video (Take Action)

Transition Outcome Needs Knowledge of interests, skills, and abilities Knowledge of interests, skills, and abilities D/HH have poorer vocational identity development D/HH have poorer vocational identity development Career development Career development D/HH take longer than other SPED to complete postsecondary training D/HH take longer than other SPED to complete postsecondary training Independent living Independent living D/HH live at home longer than other SPED D/HH live at home longer than other SPED If independent, many live far below poverty If independent, many live far below poverty

Transition Outcome Needs Social skills Social skills D/HH have friends and socialize often D/HH have friends and socialize often Making choices and decisions Making choices and decisions Many public schools offer only generic support Many public schools offer only generic support Knowledge of disability and accommodations Knowledge of disability and accommodations 40% do not receive disability disclosure information in their schools 40% do not receive disability disclosure information in their schools 40.6% do not disclose in postsecondary settings 40.6% do not disclose in postsecondary settings Luft, ILS article

TODs as Transition Specialists Who can we link with to support: Who can we link with to support: Career learning and development? Career learning and development? Paid work experiences on and off school property? Paid work experiences on and off school property? Independent living? Independent living? Social skills? Social skills? Making choices and decisions? Making choices and decisions? Knowledge of disability and accommodations? Knowledge of disability and accommodations? Use community agencies—best practice Use community agencies—best practice

Vocational Rehabilitation Rehabilitation Counselors for the Deaf (RCDs) Rehabilitation Counselors for the Deaf (RCDs) Primary community agency for D/HH Primary community agency for D/HH Focus on employment Focus on employment Know of summer employment programs Know of summer employment programs Provide skill preparation and preparation Provide skill preparation and preparation Also address independent living & related needs Also address independent living & related needs Community Services for the Deaf Community Services for the Deaf Often through local hearing & speech centers Often through local hearing & speech centers