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

2. 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.

3. 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.

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

5. 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

6. 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 years reported that they thought of themselves as able to handle challenges or feeling useful and important

7. 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

8. 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

9. 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

10. 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.

11. 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

12. 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

13. 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.

14. 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.

15. 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

16. 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

17. 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.

18. 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.

19. 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

20. 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.

21. 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

22. 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

23. 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.

24. 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!