Transition Begins in Preschool Carol Ruddell Work Ability Utah, Project Director Work Ability Utah Medicaid Infrastructure Grant # 11-P /04

IDEA The purpose of IDEA is to ensure that all children with disabilities have a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them further for education, employment, and independent living. (34 CFR 300.1(a))

IDEA Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests;

IDEA - Definition of Transition Services Results-oriented process that focuses on improving the academic and functional achievement of the child’s movement from school to post-school activities, including:  Integrated Employment (includes Supported Employment)  Independent Living  Community Participation  Postsecondary Education or Vocational Education

Definition of Transition Services Includes  Instruction  Related services  Development of Employment  Community Experiences  Post School Adult Living Objectives  Daily Living Skills  Functional Vocational Evaluation

The Expanded Core Curriculum for Blind and Visually Impaired  Self-determination  Assistive technology  Communication modes and compensatory or functional skills  Orientation and mobility  Visual efficiency skills  Social interaction skills  Independent living skills  Recreation and leisure skills  Career education

Employment Rehabilitation Act of 1973 Employment outcome means: Retaining full-time or, if appropriate, part-time competitive employment in the integrated labor market; or a vocational outcome in supported employment.

Supported Employment Rehabilitation Act of 1973 Supported Employment means Competitive work in integrated setting... For individuals with the most significant disabilities for whom competitive employment has not traditionally occurred as a result of their significant disability; and who, because of the nature and severity of their disability, need intensive supported employment services for the period in order to perform the work.

Competitive and Integrated  Competitive - employment paid at minimum wage or better  Integrated – employment in an environment where the primary peers, customers, etc. do not have disabilities Supported Employment is competitive and integrated.

What Skills are Important to Employers & When do you start teaching them in school?

Self-Advocacy Skills  Name of disability(ies) and effects  Needs, including accommodations  Strengths  Preferences  Interests  Abilities  Learning styles

Communication Skills  Writing  Speaking – communicate and share information clearly and concisely  Understanding and responding to communication  Listening to others  Following directions  Asking for help when you need it  Following rules & procedures

Interpersonal Skills  Obtaining good social skills including good manners  Staying well groomed and clean  Getting alone with others  Having a positive attitude  Being punctual  Maintaining good attendance  Having good self-esteem  Being dependable  Finishing tasks

Work Skills  Supporting team members or other students  Staying on task  Working independently  Changing and adapting in the work environment  Setting goals and objectives  Organizing work  Prioritizing work  Identifying and solving problems

Key Knowledge  Where are these skills used? In the workplace In the workplace In the community In the community In the home In the home  Inclusive within the State Core Curriculum, Applied Technology, Computers, Financial Literacy, Fine Arts, Health & P.E., Language Arts, Life Skills, Math, Reading, Science, Social Studies  Parallel to the areas of Transition addressed in the IEP

Preparing a Student is a Team Effort ParentsStudent Local Agency Representative Special Educator Regular Educator(s) Related Service Providers Other State Agencies or Service Providers

Schedule for the Day Morning:  Division of Services for People with Disabilities – Tammy Davis  Independent Living – Andy Currie  Division of Services for the Blind and Visually Impaired – Marnie Jefferies  Choose to Work – Brenda Pierce  Dept. of Workforce Services – Dax Teuscher and Greg Young

Schedule for the Day Afternoon  Getting Agencies Involved, Questions & Answers – Carol Ruddell  Applying Transition in the Curriculum – Carol Ruddell & Linda Smith  Wrap-Up Work Ability Utah Medicaid Infrastructure Grant # 11-P /04