Preparing Students with Special Needs for College and Career March 26 Educator’s Institute 2012 Lovegren-O’Brien Bass 3/26/12

Learning Objectives: 1.Review & discuss IDEA 2004 & ADA and the differences between them (see handout) 2.Introduce the “Transition Process” 3.Clarify appropriate measurable postsecondary goals 4.Define responsibilities/roles of key players

A. Definition of Transition Services The term “transition services” means a coordinated set of activities for a child with a disability that is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation;

Definition of Transition, Continued is based on the individual’s child’s needs, taking into account the child’s strengths, preferences, and interests; and includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation. [34 CFR (a)] [20 U.S.C (34)]

Differences Between HS & COLLEGE – Legal Protections The law is the Individuals with Disabilities Education Act (IDEA). IDEA is about success. Education is a RIGHT and must be accessible to you. Core modifications of classes and materials are required. School district develops Individual Education Programs (IEPs) and must follow this legal document in the provision of educational services. Laws are Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. ADA is about access. Education is NOT a right. Students must apply to attend. NO modifications are required- only accommodations. Student must identify needs and ask for services. NO IEP exists and is not considered legal documentation.

Differences Between HS & COLLEGE – Advocacy and Access Student is helped by parents and teachers, even without asking directly. School is responsible for arranging for accommodations and modifications Parent has access to student records. Parent advocates for student. Teachers meet regularly with parents to discuss their child’s educational progress. Students need parent's permission to participate in most activities. Student must request accommodations from Disability Services Office. Student must self-advocate and arrange for accommodations. Parent has no access to student records without student’s written consent. Student advocates for self. College faculty members seldom, if ever, interact with parents and expect the students to address issues with them directly. Student is adult and gives own permission.

Transition Process Results of Age Appropriate Transition Assessments Appropriate Measurable Postsecondary Goals Desired Post-School Outcomes Present Levels of Academic Achievement and Functional Performance (PLoP) Annual Goals and Accommodations Transition Services (including Courses of Study, Activities and Linkages)

…the IEP shall include: Age-appropriate measurable postsecondary goals based upon age appropriate transition assessments related to: training, education, employment, and, where appropriate, independent living skills; and 8VAC20-81 Special Education Regulations (34 CFR and 34 CFR (b) VDOE T/TAC

TRAINING 1. What does this mean to you?

Postsecondary Education 1. What does this mean to you?

Types of Accommodations Extended time for tests Reader service Campus mobility training Tape Textbooks Note taker Enlarged print Scribe for written exams Tape-record lectures Exams read aloud Sign language interpreter Distraction-free testing environment Calculator Use of a word processor for essay exams Specialized assistive technology Course substitutions of non-essential program requirements

Employment 1. What does this mean to you?

Challenges that Impede IDEA Youth Transition to Postsecondary Education and Employment Lack of self-advocacy training Insufficient information about the Transition Process Insufficient vocational education {CTE} and work-related experiences Lack of transportation after high school to work or post- secondary school Absence of linkages between school systems and adult service providers Federal Actions Can Assist States in Improving Postsecondary Outcomes for Youth GAO Report to the Ranking Minority Member, Committee on Health, Education, Labor and Pensions, U.S. Senate August 1, 2003

OUR CHALLENGE GUIDANCE/ EDUCATORS EMPLOYER CAREER & TECH (CTE) STUDENT

Contact Information Joan Lovegren-O’Brien Virginia Department of Education Training and Technical Assistance Center Virginia Commonwealth University Wanda Bass, Program Specialist Virginia Department of Education Training and Technical Assistance Center Virginia Commonwealth University