1. Elemental Ethics in Education “One Voice” Northeast Regional Conference 11/15/2008

2. Improving employment outcomes for individuals with disabilities by teaching career-related skills during the transition years: A focus on time-management. Caroline DiPipi-Hoy, Ph.D. East Stroudsburg University

3. Transition Services: IDEA  "Transition services" means a coordinated set of activities for a student with disabilities that is designed within an outcome-oriented process, that promotes movement from school to post-school activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.

4. Transition Services: IDEA  Transition services need to be… Outcome oriented Focused on improving academic AND functional achievement Based on individual needs, including the preferences of the student and family

5. Transition Services: IDEA  Transition is meant to facilitate the child’s movement from school to… Post-secondary activities  School  Employment  Independent living  Community participation  Adult services

6. Importance of Transition Planning  Outcomes for adults with disabilities have traditionally been characterized by unemployment, low pay, job changes, limitations in independence, and few social opportunities (Patton, Cronin, & Jairrels, 1997).

7. Transition Services: IDEA  Data suggest that 54% of high school student graduates with disabilities work in segregated environments (Kraemer & Blacher, 2001).

8. Transition Planning  It is imperative that schools focus on proper transition planning in order to facilitate better outcomes for people with disabilities.  One of these outcomes is competitive, community-based employment.

9. Employment  Effective Workers Need… Stamina Time-Management Task Specific Skills Getting Along with Others Workplace Rules Timeliness Hygiene and Dress Code Considerations

10. Rationale: Time-Management  Adults are responsible to engage in time- scheduled behaviors throughout the day.  Having the ability to perform activities at specific times allows an individual to gain control over his or her day.  This leads to less dependence on others to direct activities.  Sowers et al. (1980)

11. Rationale: Transition  Adults are responsible to engage in time- scheduled behaviors throughout the day.  Having the ability to perform activities at specific times allows an individual to gain control over his or her day.  This leads to less dependence on others to direct activities.  Sowers et al. (1980)

12. Time-Management Research  Research on students with disabilities Several studies on teaching time-telling  (Creekmore et al., 1985; Smeets, Lancioni, & VanLieshout, 1985). Few studies on teaching time-management  Davies, Stock, & Wehmeyer (2002)  Sowers, Rusch, Connis, & Cummings (1980)

13. Rationale: Vocational  The ability to follow a schedule and complete job tasks within a certain time frame is a critical work skill.  Time-management has been shown to impact success in vocational environments for individuals with disabilities.  Davies, Stock, & Wehmeyer (2002)  Sowers et al. (1980)

14. Rationale: Time-Management  Many students with disabilities who can tell time to the minute exhibit a lack of awareness of the concept of time (Moyer, 1983).  It is important to teach skills that require an understanding of the passage of time to maximize student use of time-telling skills (Manganello, 1994).

15. Rationale: Time-Management  In spite of the importance of time- management, few studies have identified how best to teach this skill.  Davies, Stock, & Wehmeyer (2002)  Sowers et al. (1980)

16. Methods for Teaching Time-Management  Electronic Devices Alarm watch Palm Pilot iphone  Traditional Methods Checklists Calendars Reminders

17. Methods for Teaching Time-Management  Instructional Procedure from recent research… DiPipi-Hoy, C., Jitendra, A.K., & Kern L. (2008)  The Effects of Time Management Instruction on Adolescents’ Ability to Self-Manage Time in a Vocational Setting Journal of Spec Education first published on July 14, 2008 as doi:10.1177/0022466908317791

18. Methods for Teaching Time-Management  Implications What does this mean for individuals with disabilities ?

19. Contact Information Caroline DiPipi-Hoy East Stroudsburg University 200 Prospect St. East Stroudsburg, PA 18301 570-422-3364 dipipi5@yahoo.com