1. Promoting Positive Outcomes for Students with Moderate/Intensive Disabilities
Al Daviso, Ph.D. The University of Akron
Carol Sparber Ph.D. Kent State University
INTRODUCTION
As youth with disabilities move toward adulthood, it is critical to know about their transition needs. The IDEA of 2004 requires that all schools conduct follow-up of Individual Education Program (IEP) graduates and dropouts at least once every six years. This study illustrates the findings from the Ohio Longitudinal Transition Study (OLTS) as it relates to students with Autism and moderate/intensive disabilities for promoting positive post-school outcomes for employment and post-secondary education.
DISCUSSION
OLTS Predictors of Outcomes can be used in transition planning to identify “successful career paths”.
For example:
Students with multiple disabilities were more than 3 times as likely to enter employment 20 per week or more if they had 3 or more semesters of Career and Technical Education
Students with cognitive disabilities were more than 40% more likely to work 20 hours per week if they had Work Study
Students with multiple disabilities were more than 3 times as likely to be employed 20 hours or more per week if they received job training coordinator services
Students with autism in Mainstream Classes more than 80% of the time, were more than 12 times as likely to attend four-year-college
Students with autism who passed the Graduation Tests were nearly twice as likely to enroll in college
The National Secondary Transition and Technical Assistance Center (NSTTAC) assists states to build capacity to support and improve transition planning services and outcomes for youth with disabilities. A review of quality transitional studies identified potential predictors of post-school success (i.e. employment, postsecondary education, and independent living) as moderate and potential predictors. These predictors support the findings of the OLTS predictors for identifying successful career paths.
RESULTS
Services Received while in High School
In-school Job (426) 42%
Job shadowing (310) 31%
School supervised volunteer (528) 52%
Work in the Community (254) 25%
Expected Fields of Employment:
Hospitality and Tourism (130) 30%
Construction/Manufacturing (137) 32%
Health and Human Services (101) 23%
Information Technology (65) 15%
PURPOSE
The OLTS is Ohio’s Response to the IDEA 2004 requirements. Information presented focuses on indicator14 of the State Performance Plan (SPP) and the Annual Performance Report (APR) required by each state under IDEA.
Schools conduct follow up of IEP graduates every 6 years
It is critical that schools identify practices that positively impact the post school outcomes for students with disabilities
Outcomes for work & education are identified
Factors that promote post school success are identified
Kent State University provides OLTS survey training; statistical analysis, data management as well as state, regional and local reports.
OLTS data collected from 2004 – 2012 was comprised of 16,352 in-school surveys and 6,237 follow-up surveys
Exiting Work & Education Goals
Predictors of Educational Success:
Inclusion in general education
Paid employment/work experience
Vocational/career and Technical education
Self-Advocacy/Determination
Career Awareness
Interagency Collaboration
Parental Involvement (SLD)
Predictors of Employment Success:
Work Study
Paid employment/work experience
Vocational/career and Technical education
Inclusion in General Education
Occupational Courses
Community Experience
Social Skills Training
Career Awareness
Transition Services Received
METHODS
OLTS data for students with Low-Incidence Disabilities from 2004 – 2012 was comprised of 1,009 in-school surveys and 177 follow-up surveys
Demographics were recorded comparing 3 disability categories: Autism, Multiple Disabilities and TBI
Data was recorded for: Transition services received, Exiting work and Education Goals, Expected fields of employment, and Services received while in High School
Follow-up data was recorded for Actual Outcomes, and how students found their jobs
The survey data was analyzed using frequencies and logistic regression
Logistic regression calculates “odds ratios” of outcomes after controlling for gender, minority status, and disability type
Planned Goals & Actual Outcomes
CONCLUSION
Course of study is important in transition planning. Select programs based on the strengths, needs, interests, and preferences of students that are likely to result in the post-school outcomes desired by the student.