1. Transition1 Transition Issues From School-based Physical Education to Community-based Recreation

2. Transition2 Definition of Transition Coordinated set of activities designed within an outcome-oriented process which promotes movement from school to post- school activities including: post-secondary education, vocational training, integrated employment, continuing and adult education, adult services, independent living, and community participation (IDEA - PL 101-476, 1990).Coordinated set of activities designed within an outcome-oriented process which promotes movement from school to post- school activities including: post-secondary education, vocational training, integrated employment, continuing and adult education, adult services, independent living, and community participation (IDEA - PL 101-476, 1990).

3. Transition3 Legal Mandate for Transition IDEA - PL 105-17:IDEA - PL 105-17: –requires transition services for students with disabilities to begin as early as age 14 –plan must be included in the student’s IEP (known as ITP - Individual Transition Plan).

4. Transition4 IDEIA 2004 – Changes to Transition n IDEIA has extensive changes to the legal requirements for transition. Previously, the law required “a statement of transition service needs” (beginning at age 14), and “a statement of needed transition services for the child (beginning at age 16). IDEIA eliminated age 14 (now starts at 16).

5. Transition5 Transition (cont.) n new statement - “result-oriented process.” “…appropriate measurable post secondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills…and the transition services (including course of study) needed to assist the child in reaching these goals.“…appropriate measurable post secondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills…and the transition services (including course of study) needed to assist the child in reaching these goals.

6. Transition6 Philosophical Mandate for Transition Functional life skills model (e.g., Block, 1992; Brown et al., 1979; Certo, Schleien, & Hunter, 1983)Functional life skills model (e.g., Block, 1992; Brown et al., 1979; Certo, Schleien, & Hunter, 1983) Top-down model (Wessel & Kelly, 1986)Top-down model (Wessel & Kelly, 1986)

7. Transition7 Key Philosophies of a Functional Model Chronological age appropriatenessChronological age appropriateness Functional skillsFunctional skills Community-based instructionCommunity-based instruction Partial participationPartial participation Data-based teachingData-based teaching

8. Transition8 Developing a Transition Plan Analyze community (what is available)Analyze community (what is available) Discuss possible goals and objectives with parents and studentDiscuss possible goals and objectives with parents and student Determine goals and objectives (see sample)Determine goals and objectives (see sample) Determine who will implement planDetermine who will implement plan

9. Transition9 Implementation Process for Inclusive Recreation (from Wagner, Werterald, & Wilson, 1994)

10. Transition10 Step 1:Initial Contact and Registration Process Assess participant's interestsAssess participant's interests ID suitable programID suitable program Observe program and discuss client with staffObserve program and discuss client with staff Help register participantHelp register participant

11. Transition11 Step 2:Data Gathering: Discuss with participant and/or parents to determine:Discuss with participant and/or parents to determine: –questions –concerns –anticipated accommodations –etc....

12. Transition12 Step 3:Accommodations: Conduct ecological inventory with discrepancy analysis (detailed task analysis of skill)Conduct ecological inventory with discrepancy analysis (detailed task analysis of skill) *see handout

13. Transition13 Step 3 (continued) Determine need for accommodations including:Determine need for accommodations including: –assistive devices/facility modifications –instructional accommodations (e.g., cues, reinforcement, behavior plan, etc....) –procedures/rules of particular activities –interpreters –financial assistance –transportation –companion/adult support

14. Transition14 Step 4: Training Train staff and companionsTrain staff and companions –on goals of program –on participants particular abilities/needs and medical and behavioral information –on how to teach particular skills –how to collect data –how to ask for help

15. Transition15 Step 5:Participation Participant joins activityParticipant joins activity Collect on-going dataCollect on-going data

16. Transition16 Step 6:Follow-up Case manager meets with staff to determine degree of:Case manager meets with staff to determine degree of: –success –problems –solutions

17. Transition17 Step 7:Evaluation Participant, staff, and companion are evaluated to assess their experienceParticipant, staff, and companion are evaluated to assess their experience –written survey –face-to-face interviews –phone calls

18. Transition18 Step 8:Documentation of progress On going data sheetOn going data sheet Progress reportsProgress reports Subjective evaluationsSubjective evaluations

19. Transition19 Step 9:Process continues Adjustments (if necessary) are madeAdjustments (if necessary) are made Participant continues in programParticipant continues in program

20. Transition20 Adapted Physical Educators Role in Transition (from Block & Krebs, 1992)

21. Transition21 Krebs/Block Model ID community-based sport/ recreation/fitness facility.ID community-based sport/ recreation/fitness facility. Work with community-based facility staff.Work with community-based facility staff.

22. Transition22 Krebs/Block Model (cont.) Conduct ecological inventory and discrepancy analysis.Conduct ecological inventory and discrepancy analysis. Determine amount/type of support needed by each student.Determine amount/type of support needed by each student.

23. Transition23 Krebs/Block Model (cont.) Determine who will provide support and who will train supportDetermine who will provide support and who will train support Help with development of ITP.Help with development of ITP.

24. Transition24 Krebs/Block Model (cont.) Implement community-based recreation program.Implement community-based recreation program. Conduct on-going and summative evaluations.Conduct on-going and summative evaluations.

25. Transition25 Sports as a Means to Facilitate Transition

26. Transition26 Sports Opportunities What sports opportunities are available for individuals with developmental disabilities?What sports opportunities are available for individuals with developmental disabilities? –Community-based –School-based –Special programs

27. Transition27 Community-based Sports Should children with disabilities be allowed to play in regular community sports leagues?Should children with disabilities be allowed to play in regular community sports leagues? How much accommodations would be “reasonable” for a child with a disability?How much accommodations would be “reasonable” for a child with a disability? At what point is competitive sports too competitive?At what point is competitive sports too competitive?

28. Transition28 Interscholastic Sports Should children with disabilities be allowed to play in regular interscholastic sports leagues?Should children with disabilities be allowed to play in regular interscholastic sports leagues? How much accommodations would be “reasonable” for a child with a disability?How much accommodations would be “reasonable” for a child with a disability? At what point is competitive sports too competitive?At what point is competitive sports too competitive?

29. Transition29 Special Olympics What is Special Olympics?What is Special Olympics? Who qualifies for Special Olympics?Who qualifies for Special Olympics? What sports are available?What sports are available?

30. Transition30 Special Olympics (cont.) What is “Unified Sports?”What is “Unified Sports?” What is “Motor Activities?”What is “Motor Activities?” Why has Special Olympics been criticized?Why has Special Olympics been criticized?

31. Transition31 Would you recommend Special Olympics to a parent of one of your students? Why??? Why not???

32. Transition32 Other Special Sports Programs Challenger BaseballChallenger Baseball Therapeutic Recreation ProgramTherapeutic Recreation Program –horseback riding –swimming –other