Transition from School to Work life: Prerequisites for Individuals with disabilities

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1 Transition from School to Work life: Prerequisites for Individuals with disabilities Lefkothea Kartasidou (University of Macedonia, GR) Deborah Merchant (Keene State University, USA)

2 What is Transition? Movement, passage, or change from one position, state, stage, concept, etc., to another Random House Webster s College Dictionary

3 Transition Defined by Individuals with Disabilities Education Act (IDEA) Is designed from and within a results-oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate movement from school to post school activities, including postsecondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living, or community participation It is based on the individual child s needs, taking into account the child s strengths, preferences, and interests.

4 Broad definition Formal process of cooperative planning that will assist students with disabilities to move from school into the adult world.

5 Emphasis of IDEA Improving educational results for children with disabilities is an essential element of US policy of ensuring for individuals with disabilities: Equality of opportunity Full participation Independent living, and Economic self-sufficiency (sec.1400(c)(1))

6 Assessment Intelligence, adaptive behavior, and functional skill measures used in IEP development in conjunction with achievement tests that measure academic skills Helps identify specific strengths and weaknesses, and specify training needs and programs for students to achieve school and post school goals Helps teachers develop and design academic instruction that will have functional meaning for students Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, Fifth Edition, Online Companion Material, by Paul Wehman Copyright 2013 by Paul H. Brookes Publishing Co., Inc. All rights reserved.

7 Functional Community Skills Content builds abilities that are needed for daily living and is an objective of community-based instruction Training performed within context of real activity that is meaningful to person Skills taught are used throughout life Students who receive instruction have improved independent life skills outcomes in present and future settings Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, Fifth Edition, Online Companion Material, by Paul Wehman Copyright 2013 by Paul H. Brookes Publishing Co., Inc. All rights reserved.

8 Community-Based Instruction Teachers and other team members provide instruction in natural environments (i.e., ageappropriate settings in the community) Skills allow individuals to participate more fully in activities outside of school Raises family s and community s expectations for youth with disability Students who participate are more likely to be employed after leaving high school Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, Fifth Edition, Online Companion Material, by Paul Wehman Copyright 2013 by Paul H. Brookes Publishing Co., Inc. All rights reserved.

9 Choice and Empowerment Instructional emphasis on self-determination Student-directed individualized education program (IEP) process encourages leadership, participation, and decision making Transfer power and control from service providers (e.g., government agencies) to consumer of services (i.e., individual with disability) Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, Fifth Edition, Online Companion Material, by Paul Wehman Copyright 2013 by Paul H. Brookes Publishing Co., Inc. All rights reserved.

10 Implementing Transition IEPs Student must be involved at all stages Interagency team should help ensure that goals and objectives are realistic Social skills training an important part of transition for youth with ID Self-determination Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, Fifth Edition, Online Companion Material, by Paul Wehman Copyright 2013 by Paul H. Brookes Publishing Co., Inc. All rights reserved.

11 Improving Employment Outcomes: Learning from the Past Individuals with ID historically served in continuum of vocational rehabilitation (i.e., day centers, sheltered workshops, and transitional programs) Premise was to teach skills needed to become ready to work Movement out of segregated settings into employment in community rarely took place Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, Fifth Edition, Online Companion Material, by Paul Wehman Copyright 2013 by Paul H. Brookes Publishing Co., Inc. All rights reserved.

12 Improving Employment Outcomes: Best Practices for the Future Supported employment is a successful model assisting individuals with real work for real pay for more than 30 years but is underused Benefits from working in integrated employment settings are immense Primary stakeholders must say no to segregated settings; everyone, regardless of disability, should have opportunity to work in the community Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, Fifth Edition, Online Companion Material, by Paul Wehman Copyright 2013 by Paul H. Brookes Publishing Co., Inc. All rights reserved.

13 Example of skills needed for successful transition for individuals with significant/severe disabilities Individuals with Severe Disabilities Workplace Skills and Attitudes, Responsibility, Interacting with Others, Technology Skills, Basic Academic Skills, Habits of Wellness Planning for Success. Individuals with Moderate Disabilities Workplace Skills and Attitudes, Responsibility, Interacting with Others, Computer and Internet Skills, Basic Academic Skills, Habits of Wellness, Planning for Success.

14 Teaching skills to students with disabilities First determine the area to focus on and skills that are going to be targeted Information gathered from assessments and input from the team as well as the student Break skills down into sub skills examples Plan how you will teach that skill task analysis (break it down further, sample rubric) lesson planning

15 Research on Transition Skills in Greece

16 Aim of the study In the Greek literature there is a lack of research and evidence based practice regarding transition and transition skills. The purpose of this research was to determine to what extend transition planning was being implemented by Greek special educators. Additionally teaching of the skills associated with transition and knowledge of the transition planning process was investigated.

17 Research Questions What transition skills are being taught in special education settings? What transition skills do special and general educators in Greece recognize as most important? Which students do educators think can benefit most from the teaching of transition skills (life and employment)?

18 Participants The sample comprised of 93 educators from primary (39,8%) and secondary (60,2%) education working in special educational schools in the region of Thessaloniki, Greece. Most of the participants were between the ages of years old (45,2%) they had a professional experience between 1-5 years (n=17, 56,7%) and very few had participated in training. Most of the participants are working with students with Developmental Disabilities (88,2%), and students with Intellectual Disabilities (82,8 %). But they also are working with students with Physical Disabilities (63,4%), Emotional Disorders (59,1%), Visual Impairments (46,2%), Hearing Impairments (32,3%) and students with other disabilities (multiple disabilities) (22,6%).

19 Transition Skills that are being Life taught Skills Instruction Employment Skills Instruction 100% Social skills 66,7% Occupation-specific vocational training 91,4% Independent living skills 40,9% Job seeking skills 65,6% Self-determination skills (including goal setting & decision making) 55,9% Leisure skills 46,2% Self-advocacy skills

20 Importance of Transition Skills Min Max Mean Std. Dev Life Skills Instruction Social skills 3 5 4,85,389 Independent living skills 3 5 4,82,488 Self-determination skills (including goal setting & decision making) 3 5 4,53,618 Self-advocacy skills 2 5 4,21,749 Leisure skills 2 5 4,15,797 Employment Skills Instruction Occupation-specific vocational training 1 5 4,57,682 Job seeking skills 1 5 4,30,810

21 SwD that can benefit most from the teaching of life and employment skills 79,6% Students with Intellectual disabilities 77,4% Students with Sensorimotor disabilities (blind & deaf) 72% Students with Specific Learning Disability 69,9% Students with Emotional disorders 68,8% Students with Motor Impairments and other health problems 60,2% Students with PDD/Autism 57% Students with Speech and language problems

22 Open-ended questions Lack of infrastructure and social policy Transition is linked with employment mostly Parents associations are more actively involved with transition issues

23 Answering the research questions What transition skills are being taught in special education settings? Social and independent living skills What transition skills do special and general educators in Greece recognize as most important? Social and independent living skills Which students do educators think can benefit most from the teaching of transition skills (life and employment)? Mostly students with intellectual and sensorimotor disabilities. Although half of them have stated that Transition is more an educational outcome for students with mild disabilities rather for students with severe disabilities

24 Conclusion The results show that Greek special educators are familiar with the content of transition and transition skills but there is a lack of systematic implementation. Negative Factors that influence that are Most of the educators working in secondary special education are substitute educators which causes a lot of problems regarding the systematic structure for teaching transition skills Good structures for postsecondary supports for students with more significant disabilities can be found mostly in big cities in Greece

25 Thank you very much for your attention

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