Transition to Adulthood Chapter 15 Transition to Adulthood Developed by: Blanche Jackson Glimps Tennessee State University

Chapter Objectives Compare postschool outcomes for young adults with disabilities with those of their peers without disabilities. Define transition services as outlined in the IDEA. Identify and provide examples of measurable postsecondary goals and transition-related strategies and activities. List several opportunities high school students with disabilities should receive and skills they should learn to prepare them for a smooth transition to college.

Chapter Objectives Describe work experiences that improve postschool employment outcomes for students with disabilities. Describe how the philosophy and principles of supported living differ from traditional residential services. List some barriers to accessing and enjoying recreation and leisure activities faced by many adults with disabilities and describe what special educators can do to reduce these barriers.

Chapter Objectives List topics that sexuality education for youth with disabilities should target. Describe the relationship between self-determination and quality of life.

When Students With Disabilities Leave High School The graduation rate for students with disabilities is 60%-which is lower than the 80% graduation rate for the general population Drop-out rates vary by states and by disability category Postsecondary education-students with disabilities are less likely to enroll in college Employment status The NLTS2 found the unemployment rate for young adults with disabilities is 57% when they have been out of school during the first 4 years

When Students With Disabilities Leave High School Results of the National Longitudinal Transition Studies 2 (NLTS2) 49% of young adults participated in some type community social activities outside of work or school in the preceding year 28% of out of high school youth had been arrested at some time, compared to 12% of youth in the general population Only 60% of youth with disabilities ages 15-19 years reported that they thought of themselves as able to handle challenges or feeling useful and important

Transition Services Models Will’s bridges model of school-to-work transition Three levels of service: Generic Time-limited transition services Ongoing support Halpern’s three-dimensional model Three domains: Quality of residential environment Adequacy of social/interpersonal network Meaningful employment

IDEA and Transition Services Definition of Transition Services in IDEA Results-oriented process based upon the student’s individual needs and preferences to facilitate movement to post-school activities Includes: Postsecondary education Vocational education Integrated employment Continuing and adult education Adult services Independent living Community participation

Transition Planning The transition component of the IEP details the curricular programming and other supports to help the student transition successfully to adult life. When a student reaches age 16, IDEA requires the IEP team to begin transition planning Annual review and update

Transition Planning Appropriate measurable postsecondary goals based on age-appropriate transition assessments The transition services needed to assist the child in reaching those goals Purpose-to ensure all students step into the adult life they desire.

Transition Planning Age-appropriate Transition Assessment-Includes a combination of formal and informal assessment methods Measurable Postsecondary Goals-Those goals that a child hopes to achieve after leaving secondary school Transition Services-A coordinated set of transition related instructional strategies and activities in the area of instruction, employment, community experiences, independent living, related services, and, if necessary, daily living and functional vocational assessment

Transition Planning Annual IEP Goals-Supports each postsecondary goal Coordinate Transition Services with Adult Agencies-Involves interdisciplinary teaming and interagency collaboration Summary of Performance-Describes academic achievement, functional performance, and recommendation for continued progress towards goals

Postsecondary Education In the 2008 to 2009 academic year 707,700 students with disabilities were enrolled in 2 and 4 year postsecondary institutions. Among adults with disabilities, 9.3% of those who leave high school without a diploma participate in the labor force. Participation increases to 17,2% for those who complete high school, 24.8% for those with some postsecondary education, and 30.5% for those who obtain a 4-year degree. Postsecondary options are increasing for those with significant disabilities.

Employment Individuals with disabilities with jobs report a higher quality of life than their unemployed counterparts. Work offers opportunities for social interaction A chance to use and enhance skills A sense of pride, self-satisfaction, and the respect of others For most adults with disabilities, obtaining and holding a job are major life challenges and goals.

Career Education Begin career education early Students choose goals A functional secondary school curriculum that includes Real work experiences in integrated job sites Systematic coordination between schools and adult service providers Parental involvement and support

Career Education At each age level, select appropriate work-related curriculum and instructional objectives For example Elementary students-sample different types of classroom responsibilities Middle school students-spend time at actual community job sites High school students-develop and operate a school-based business enterprise

Competitive Employment Federal Definition Work in a competitive labor market on a full or part time basis In an integrated setting that Earns at or above the federal minimum wage but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by individuals without disabilities Improving competitive employment outcomes will require significant curriculum revisions and improved coordination of school and adult vocational habilitation services.

Competitive Employment Key characteristics of school program that increase likelihood of successful employment outcomes Stress functional skills Receive ample opportunities to learn social and interpersonal skills Begin community-based work experiences as early as ages 10 to 13 years for students with severe disabilities and occur for progressively extended periods as students near graduation.

Supported Employment Definition Competitive employment in an integrated setting with ongoing support services for individuals with the most severe disabilities Four models of supported employment Small Business Model Mobile Work Crew Enclave (clustered placement) Individual placement Employment Specialist Natural Supports Natural Cues and Self-Management

Sheltered Employment Work by people with disabilities at an accredited occupationally oriented facility which employs people with disabilities certified under special provisions of federal minimum wage laws. Sheltered workshops provide Evaluation and training for community-based employment Extended or long-term employment Work activities The problems with sheltered employment include limited opportunities for job placement in the community and low pay.

Residential Options Deinstitutionalization Apartment Apartment cluster, Co-residence apartment, Maximum-independence apartment Foster homes-Provide temporary residential services as well as more opportunities to interact with and be accepted by the community at large Group homes-Provide family style living for a small group of individuals Supported living-Helping people with disabilities live in the community as independently and normally as possible

Recreation and Leisure Recreation and leisure activities do not come easily for many adults with disabilities Challenges to the use of community recreational resources include Transportation Physical ability or skills to play the game Willing and able friends with whom to play Recreation and leisure are critical curriculum components for school-age children with disabilities. Recreation and leisure activities involving secondary students with and without disabilities is valuable

Sexuality and Dating Individuals with disabilities should not be excluded from the opportunities to learn about sexuality and enjoy intimate relationships. Skills related to maintaining relationships include Showing affection appropriately Asking someone for a date Avoiding unwanted pregnancy and sexually transmitted diseases Teaching such skills must be done with care and in consideration of families’ values and students’ specific needs.

The Ultimate Transition Goal: A Better Quality of Life Adults with disabilities continue to face lack of acceptance as full members of society Misguided and limiting presumptions Ableism-biased reaction towards people with disabilities Self-advocacy and self-determination Persons with disabilities have begun to assert their legal and human rights challenging the view that they are incapable of speaking for themselves There is still a long way to go!