1. May 2005 Transition Services Preparation & Training Developing Quality Consumer Participation Through High School Transition Planning Meetings ADARA Conference May 27, 2005 Pamela Luft, Ph.D. Kent State University

2. May 2005Transition Services Preparation & Training Consumer Participation  Critical for productive meetings  Often not taught in school programs  Skills are needed in:  Self-knowledge  Self-determination  Decision-making  Advocacy

3. May 2005Transition Services Preparation & Training How to Provide Skills  Martin and Marshall’s (1998) Self-Determined IEP program  Identifies 11 steps for participation for IEP/transition planning  IDEA requires student attendance at meetings, but no requirements for participation

4. May 2005Transition Services Preparation & Training Applying Skills to Rehabilitation  Students/Consumers must know:  Why they are meeting  Who is attending and Why  What their own skills, strengths, and needs are  What their own goals are  Use IEP/transition meetings to practice and build needed adult-level abilities  The same 11 steps work for both types of meetings

5. May 2005Transition Services Preparation & Training Related Skill Development Self-Directed IEP 1)Begin meeting by stating purpose 2)Introduce everyone 3)Review past goals and performance 4)Ask for others’ feedback IPE Meeting Skills 1)Understand the purpose & meeting structure 2)Know attendees & their roles. 3)Describe work and living strengths & needs 4)Solicit perceptions of others in developing goals

6. May 2005Transition Services Preparation & Training Skills cont. Self-Directed IEP 5)State your school and transition goals 6)Ask questions if you do not understand 7)Deal with differences in opinion 8)State what supports you will need IPE Meeting Skills 5)Summarize your prior plans, successes & barriers 6)Recognize when you don’t understand and ask questions 7)Explain your reasons and listen to those of others 8)Describe the accommodations & supports you need

7. May 2005Transition Services Preparation & Training Skills cont. Self-Directed IEP 9)Summarize your goals 10)Close meeting by thanking everyone 11)Work on IEP goals all year IPE Meeting Skills 9)Restate key decisions and goals from meeting 10)Show appreciation for the time and efforts of others 11)Carry out responsibilities and demonstrate long-term commitment toward achievement of goals.

8. May 2005Transition Services Preparation & Training How Can RCDs Help?  Attend transition meetings  Ask for student participation  Don’t accept “attendance” only  Provide information on the 11 steps  Any Deaf/HoH student can accomplish these

9. May 2005Transition Services Preparation & Training Support Materials  Self-Determined IEP  Sopris West Publications http://www.sopriswest.com/ http://www.sopriswest.com/  Training Materials  Lesson plans and worksheets  Videotapes (captioned)  Students explain to each other how to use the process  Student interviews of their successes

10. May 2005Transition Services Preparation & Training Teacher & Student Units  Transition Services Preparation Project for Teachers of D/HH Students  Middle school and high school instructional units available at: http://www.educ.kent.edu/fundedprojects/TS PT/units/units.htm http://www.educ.kent.edu/fundedprojects/TS PT/units/units.htm http://www.educ.kent.edu/fundedprojects/TS PT/units/units.htm

11. May 2005Transition Services Preparation & Training Contact Information: Dr. Pamela Luft pluft@kent.edu 330-672-2512 Transition Services Project Information at: http://www.educ.kent.edu/fundedprojects/TSPT/grant.htm RCD Training Project: Dr. Pamela Luft & Dr. Connie McReynolds Kent State University