Transition From School to Adulthood for Youth with Autism Spectrum Disorders
|
|
- Sharon Heath
- 7 years ago
- Views:
Transcription
1 Transition From School to Adulthood for Youth with Autism Spectrum Disorders Module 1 of 2 Developed by Project SET at the University of Illinois at Chicago
2 Student Concerns About Their Future Where will I live? Can I go to college? Will I be able to drive? Will I have a job? Will I like my job? Will I have friends? Who will help me with my money? Do I have to get a bank account? How do I ask for help?
3 What is Transition? An outcome oriented process encompassing a broad array of services and experiences that lead to employment. Transition is a period that includes high school, the point of graduation, additional post secondary education or adult services, and the initial years of employment. Transition is a bridge between the security and structure offered by the school and the risks of life (Will, 1984) Transition refers to a change in status from behaving primarily as a student to assuming emergent adult roles in the community (Halpern 1994). The life changes, adjustments and cumulative experiences that occur in the lives of young adults as they move from school environments to independent living and work environments (Wehman, 2006).
4 Importance of Transition Planning for Youth with ASD Youth with ASD may present some unique qualities that need to be directly addressed as they transition to life beyond the classroom These can include communication deficits, social skills difficulties, behavioral issues, sensory concerns, and narrow, restricted interests Anxiety and depression may also be underlying health problems that affect youth with ASD (Wehman, Smith & Schall, 2009) Once a student with ASD graduates or turns 22, they will no longer receive many of the transition services and supports that were available them All students deserve supports and services to help them towards their journey to adulthood and a fulfilling future
5 Statistics Nationally only 72% of youth with disabilities complete high school (Newman, Wagner, Cameto, & Konkey, 2009) Only 3 out of 10 youth with disabilities (27%) attend any type of postsecondary education after high school (Wagner, Newman, Cameto, Garza, & Levine 2005) According to the final data collection point taken in 2009 for participants ages 23-26, only 32.5% of young adults with autism spectrum disorders currently worked for pay versus an average of 59.0% for all respondents. Only one disability group had a lower rate of employment participation (NLTS-2).
6 What Does IDEA 2004 Say? The term transition services means a coordinated set of activities for students that: 1. Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post- school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; 2. Is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and 3. Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. (IDEA 2004, Sec. 602)
7 IDEA 2004 (continued) Beginning no later than the first IEP to be in effect when the child is 16, and updated annually thereafter, must include: Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; The transition services (including courses of study) needed to assist the child in reaching those goals; and Beginning no later than 1 year before the child reaches the age of majority under State law, a statement that the child has been informed of the child's rights under this title, if any, that will transfer to the child on reaching the age of majority under section 615(m) (IDEA 2004, Sec. 614).
8 Individualized Transition Plans (ITP) Age Appropriate Transition Assessments Post-Secondary Outcomes Employment Education and/or Training Independent Living (if applicable) Course of Study Transition Services-Coordinated Set of Activities
9 Individualized Transition Plans- Postsecondary Outcomes Example 1 Employment Upon graduation, I (Lisa) will gain part-time employment in a job involving computer programming or website design at or near the college or university that I attend. Education Upon graduation, I (Lisa) will attend a four year college or university in Illinois to study graphic design. Independent Living Upon graduation, I (Lisa) will travel to and from work and school by driving my car.
10 Individualized Transition Plans- Postsecondary Outcomes Example 2 Employment Upon graduation I (Sam) will gain part-time employment at a local restaurant, bakery, or coffee shop. Education Upon graduation, I (Sam) will attend a local community college and begin taking classes through the hospitality program. Training Upon gaining part time employment a local restaurant, bakery, or coffee shop, I (Sam) will receive on the job training while I learn the responsibilities and routines of my job position. Independent Living Upon graduation, I (Sam) will join a health club or gym and workout a minimum of 2 times each week.
11 Individualized Transition Plans- Course of Study Year 1-Age 14/15 Year 2-Age 15/16 Year 3-Age 16/17 Year 4-Age 17/18 Extended-Age World History Earth Sciences Sociology English 4 Community Based Transition Program Biology Geometry Intermediate Algebra Foods 2 Community Based Transition Program English 1 Sophomore P.E./Health English 3 Consumer Math Community Based Transition Program Beginning Algebra U.S. History Foods 1 Human Relations Community College Course Freshman P.E./Health English 2 Speech Weight Training 2 Community College Course Study Hall Study Hall Weight Training 1 Study Hall Community Based Transition Program
12 Coordinated Set of Activities The systematic, individualized process of transition incorporates a coordinated set of activities. Coordination is essential as youth with ASD as they may have variety of activities and providers involved in their transition activities. Coordination provides linkages between all these pieces and prevents duplication of services. Continuous process through transition from middle school to high school Incorporates a coordination strategy Considers students anticipated post-secondary goals Long-range planning and decision making framework Address curriculum options Incorporates related and supportive services/opportunities Incorporates the coordination of appropriate community-based and adult service agencies, vocational rehabilitation, heath and mental health agencies, postsecondary institutions, and employment development services Kochhar-Bryant, C., Shaw, S., & Izzo, M. 2007
13 Coordinated Set of Activities (continued) Instruction Activities Study Skills/Organizational Skills Instruction, Resume Building, Portfolio Development, Practice for Interviewing Opportunities, Community College Research, Self-Directed IEP & ITP, Nutrition Planning, Money Management Instruction, Life Skills Instruction Providers: Sam, Family, General Educators. P.E./Health Teacher, Special Educator, Guidance Counselor, Social Worker Related Services Social Work, Speech and Language Providers: Social Worker, Speech and Language Pathologist Work Experiences Job Shadowing, Foods Classes, Money Management Instruction, Volunteer or work part time in the community during summer Providers: Sam, Family, General Educators, Special Educator, Guidance Counselor, DRS Counselor Development of Employment & Other Post-School Adult Living Objectives: Career and College Fairs, Annual Transition Conference, Meetings with School Counselor, Field Trips, Tour community colleges, Career Research, Career Cruising, SSI/SSDI Providers: Sam, Family, General Educators, Special Educators, Guidance Counselor, Social Worker, DRS, PASS Acquisition of Daily Living Skills: Meal Plan Instruction, Money Management Instruction, Physical Education Class, Health Instruction, Communication, Social Skills, Self-Monitoring, Agenda book Providers: Family, P.E. /Health Teacher, Special Educator, Speech Pathologist
14 Role of Transition Assessments Age appropriate transition assessments are an essential component of transition planning and required through IDEA The purpose of transition assessments include: Identify students interests, strengths and preferences Determine post school options and postsecondary goals Discuss transition service needs and appropriate instructional experiences Identify needed supports Evaluate current educational path and supports (Kohler 2004, Assessments should be ongoing throughout the year Assessments are student-focused and require active student participation There are a variety of transition assessments available, including many free of charge
15 Person-Centered Planning (PCP) PCP is a team process where individuals whom the student trusts and chooses meet to discuss a positive vision for the student s future The goal of PCP is to gain a holistic view of the student and encourage active student and family participation (Wells & Sheehey 2012) PCP is focused on the wants, hopes, concerns, and dreams of the students and their family (Meadan, Shelden, Appel, DeGrazia 2010) The outcomes of PCP is to prioritize the personalized objectives for the student which can then be incorporated into their IEP and ITP
16 Person Centered Planning Goals (continued) Community involvement Develop and maintain peer relationships Increase self-determination Provide dignified opportunities to contribute to society Continue to gain skills Wells and Sheehey 2012
17 Person-Centered Planning (continued) What is the person's history? What are your dreams? What are your nightmares? Who is this person? What are the person s abilities, strengths, and talents? What are the needs of the person? What would the person s ideal day at school look like? What must be done to make this happen? Wells and Sheehey 2012
18 Formal Transition Assessments Harrington-O Shea Career Decision Making System Kuder Career Planning System Self-Directed Search Wide Range Interest and Occupational Test Woodcock Johnson III Vineland Adaptive Behavior Scales Occupational Aptitude Survey and Interest Schedule Myers-Briggs Type Indicator Work Adjustment Scale Job Observation and Behavior Scale Work Personality Profile Arc Self-Determination Scale Test 2012
19 Informal Transition Assessments Person-Centered Planning Observations Inventories Interviews Environmental Analysis Situational Curriculum-Based Computer-Based Portfolio Job Skills Checklists Preference Assessments Test 2012
20 Considerations for Students with ASD Type of assessment Environment Unusual responses Auditory processing difficulty Receptive and expressive communication Behavior Attention
21 Linking Transition Assessments and Postsecondary Goals Transition assessment is the starting point in the transition planning process Results and outcomes of transition assessments should assist in determining the student s present level of performance and lead to the development of postsecondary goals, transition services, and related annual IEP goals (Mazzotti, Rowe, Kelley, Test, Fowler, Kohler, & Kortering 2009). A combination of formal and informal assessments may need to be used in order to gain a holistic view of the student (Mazzotti et al. 2009)
22 Summary of Performance According to IDEA 204, a Summary of Performance must be completed for a child whose eligibility under this part terminates under circumstances described in clause (i), a local educational agency shall provide the child with a summary of the child's academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child's postsecondary goals (IDEA 2004, Sec. 614). The SOP should include: Basic student information Student desired post-secondary goals Summary of the student s academic achievement and functional performance Recommendations for post-school Student perspective (as appropriate) Post-school data collection survey
23 Barriers with the Law and Coordination of Supports Misunderstanding of the true intent of the law Lack of knowledge and training/professional development Limited time and resources Challenge balancing instructional content (Test 2012) Resistance from team members Lack of administrative support Change from IDEIA to ADA & Section 504 Difficulty locating, obtaining, and paying for postsecondary services (Wehman et al. 2009)
24 Importance of Planning Early Adequate time for exploration, preparation and implementation Learning opportunities in a variety of environments Active student involvement Coordination of services Ongoing evaluation Maintenance & Generalization Time to establish measures for moving the individual from school to adult services (Hendricks & Wehman 2009)
25 References Study-2 (NLTS2). Menlo Park, CA: SRI International. Hendricks, D. R., & Wehman, P. (2009). Transition from School to Adulthood for Youth with Autism Spectrum Disorders: Review and Recommendations. Focus on Autism and Other Developmental Disabilities. 24(2), Kochhar-Bryant, C., Shaw, S., & Izzo, M. (2007) What Every Teacher Should Know about Transition and IDEA 2004 /Boston : Pearson Education Meadan, H., Shelden, D. L., Appel, K., & DeCrazia, R. L. (2010). Developing a Long-Term Vision: A Road Map for Student's Futures. Teaching Exceptional Children, 43(2), Mazzotti, V., Rowe, D., Kelly, R., Test, D., Fowler, C., Kohler, P., & Kortering, L. (2009). Linking Transition Assessment and Postsecondary Goals. Teaching Exceptional Children, 42(2), Newman, L., Wagner, M., Cameto, R., & Konkey, A.M. (2009). The Post-High School Outcomes of Youth with Disabilities up to 4 Years after High School. A Report from the National Longitudinal Transition Test, David W. (2012) Evidence-Based Instructional Strategies for Transition /Baltimore: Paul H. Brookes Pub. Co. Wagner, M., Newman, L., Cameto, R., Garza, N., & Levine, P. (2005). After high school: A first look at the post school experiences of youth with disabilities. A Report from the National Longitudinal Transition Study-2. Menlo Park, CA: SRI International. Retrieved from: ED494935&ERICExtSearch_SearchType_0=no&accno=ED Wehman, P., Smith, M., Schall, C. (2009). Autism and the Transition to Adulthood: Success Beyond the Classroom/ Baltimore: Paul H. Brookes Pub. Co. Wehman, Paul (2006) Life Beyond the Classroom: Transition Strategies for Young People with Disabilities/ Baltimore: Paul H. Brookes Pub. Co. Wehman, Paul. (2011) Essentials of Transition Planning/ Baltimore: Paul H. Brookes Pub. Co. Wells, J. C., & Sheehey, P. H. (2012). Person-Centered Planning. Teaching Exceptional Children, 44(3),
26 Additional Readings Dukes, L. L., III, Shaw, S. F., & Madaus, J. W. (2007). How to Complete a Summary of Performance for Students Exiting to Postsecondary Education. Assessment for Effective Intervention. 32(3), Gerhardt, P. F. (2007). Effective Transition Planning for Learners with Autism Spectrum Disorders. Exceptional Parent MAGAZINE, April, Hendricks, D. & Wehman, P. (2009). Transition from School to Adulthood for Youth with Autism Spectrum Disorders: Review and Recommendations. Focus on Autism & Other Developmental Disabilities, 24(2), Kellems, R. O., & Morningstar, M. E. (2010). Tips for Transition. TEACHING Exceptional Children. 43(2), Kochhar-Bryant, C. (2007). The Summary of Performance as Transition ''Passport'' to Employment and Independent Living. Assessment for Effective Intervention, 32(3), Sitlington, P. & Clark, G. (2007). The Transition Assessment Process and IDEIA Assessment for Effective Intervention, 32(3),
27 Websites Autism Now Autism Speaks Illinois State Board of Education National Longitudinal Transition Study 2 Casey Life Skills DCSS Transition Information & Resources transition.asp Division on Career Development & Transition IDEA National Secondary Transition & Technical Assistance Center Transition Coalition Transition Hub
Chapter 8: Secondary Transition
61 Chapter 8: Secondary Transition In this chapter you will: learn what is included in a transition plan get information about questions to ask the student to help in planning for his/her future find out
More informationPART 2: DEVELOPING COURSES OF STUDY AND TRANSITION SERVICES
PART 2: DEVELOPING COURSES OF STUDY AND TRANSITION SERVICES SPONSORED BY THE NH TRANSITION COMMUNITY OF PRACTICE; NH RESPONDS, A RESPONSE TO INTERVENTION (RTI) PROJECT OF THE NH DEPARTMENT OF EDUCATION;
More informationHow To Plan For A Disability Transition
FEDC Issue Brief: August 2011 Evidence-Based Practices to Support Effective Transition for Young Adults with Disabilities Leaving High School OVERVIEW/INTRODUCTION In 1992, Halpern described secondary
More informationSecondary Transition IEPs
Secondary Transition IEPs Secondary Transition Statute Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based
More informationImportance of Health in Transition Planning for Special Education Students: The Role of the School Nurse
Importance of Health in Transition Planning for Special Education Students: The Role of the School Nurse Transition to adulthood is a process all youth face as they reach the end of their high school years.
More informationIEPS FOR SECONDARY STUDENTS
United Cerebral Palsy Association of Greater Indiana, Inc. 1915 West 18th Street, Suite C Indianapolis IN 46202 800-723-7620 Fax 317-632-3338 http://www.ucp.org RESOURCE MEMO #ED1 Date: June 11, 2003 RE:
More informationIndependent Living. Presented by Lindsey Anderson. OSSE Division of Specialized Education Secondary Transition Webinar Series
Independent Living Presented by Lindsey Anderson OSSE Division of Specialized Education Secondary Transition Webinar Series Independent Living Webinar Overview Objectives: Define independent living and
More informationTRANSITION PLANNING WHICH STUDENTS NEED TRANSITION PLANNING AND WHEN? TRANSITION PLANNING BEGINS
TRANSITION PLANNING WHICH STUDENTS NEED TRANSITION PLANNING AND WHEN? A process designed to plan for life after graduation, through identifying dreams, goals, instructional needs and supports is beneficial
More informationTransition to Careers Subcommittee April 11, 2016
Transition to Careers Subcommittee April 11, 2016 The final stage of a student s education is post-high school. Transition from school services to adulthood can be a particularly difficult time for many
More informationDAWN R. HENDRICKS. 2617 Kenmore Rd, Richmond, VA 23225 (804) 827-0746 drhendricks@vcu.edu
DAWN R. HENDRICKS 2617 Kenmore Rd, Richmond, VA 23225 (804) 827-0746 drhendricks@vcu.edu EDUCATION Ph.D. Special Education and Disability Leadership December 2007 Virginia Commonwealth University, Richmond,
More informationTRANSITION IEP: THE NEXT STEPS
TRANSITION IEP: THE NEXT STEPS MORE TRANSITION IEP EXAMPLES = possible goals or transition services/activities for middle school students or students who need more exploration EDUCATION AND TRAINING POSTSECONDARY
More informationPart 3: Summary of Performance essential Accommodation Modification Assistive Technology
SUMMARY OF PERFORMANCE (SOP) Instructions Purpose: The Summary of Performance (SOP) is required under the reauthorization of the Individuals with Disabilities Education Act of 2004. The language as stated
More informationPresented by: Teresa Grossi Center on Community Living and Careers Indiana Institute On Disability and Community Indiana University
Presented by: Teresa Grossi Center on Community Living and Careers Indiana Institute On Disability and Community Indiana University Sponsored by: Center for Exceptional Learners Indiana Department of Education
More informationEvidence-Based Practices and Predictors in Secondary Transition: What We Know and What We Still Need to Know
Evidence-Based Practices and Predictors in Secondary Transition: What We Know and What We Still Need to Know Prepared by: David W. Test, Catherine Fowler, and Paula Kohler National Secondary Transition
More informationHow To Teach A Disabled Child
Special Education Services Program/Service Descriptions SES Program/Service Characteristics Specially Designed Instruction Level Class Size Autism (AU) A developmental disability significantly affecting
More informationIndividual Learning Plans
Individual Learning Plans College and Career Readiness Webinar Series May 12, 2015 Lisa Harney College and Career Readiness Individual Learning Plans AGENDA College and Career Readiness Planning for success
More informationSPECIAL EDUCATION RIGHTS AND RESPONSIBILITIES
SPECIAL EDUCATION RIGHTS AND RESPONSIBILITIES Chapter 10 Information on Transition Services, Including Vocational Education TABLE OF CONTENTS Question Page 1. Does the school district have to help students
More informationABOUT THE AUTHORS. Self-Determined Learning Model of Instruction. What is the Self-Determined Learning Model of Instruction? How Does It Work?
Self-Determined Learning Model of Instruction ISSUE 20 SUMMER 2013 What is the Self-Determined Learning Model of Instruction? Self-determination has been defined as the attitudes and abilities required
More informationEducation for each, Benefit for all
Education for each, Benefit for all How inclusion and future planning throughout education can provide a hopeful future for children and their families. Stepping Stones Center for Autism Spectrum Disorders
More informationCollege as a Realistic Option for Students with Learning Disabilities
College as a Realistic Option for Students with Learning Disabilities Joseph Madaus, Ph.D., and Stan Shaw, Ed.D. Center on Postsecondary Education and Disability Neag School of Education University of
More informationDevelopment of IEPs for Students with Emotional or Behavioral Disorders: Coordination with Transition Plans
Development of IEPs for Students with Emotional or Behavioral Disorders: Coordination with Transition Plans James G. Shriner University of Illinois at Urbana-Champaign CEC 2011 Convention National Harbor,
More informationMassachusetts Department of Elementary and Secondary Education
Guidelines for the Transition Specialist Endorsement October 2013 Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, MA 02148-4906 Phone 781-338-3000 TTY: N.E.T.
More information9-12+ and Vocational Program 1360 East Irving Park Road Streamwood, Illinois 60107 Phone: 630-540-3900 Fax: 630-540-3908
9-12+ and Vocational Program 1360 East Irving Park Road Streamwood, Illinois 60107 Phone: 630-540-3900 Fax: 630-540-3908 Our Vision is to provide HOPE, enlightenment and excitement for our students, families,
More informationFOR MORE, go to www.brookespublishing.com/teaching-transition-skills. Inclusive Schools
TEACHING TRANSITION SKILLS IN Inclusive Schools by Teresa Grossi, Ph.D. and Cassandra M. Cole, Ed.D. Indiana Institute on Disability and Community Indiana University Bloomington Baltimore London Sydney
More informationTransition Planning Ideas for Parents
Transition Planning Ideas for Parents Where Will I Work? Where will I Live? I hope I can.. I prefer to.. to... I want to.. Should I continue my Education and / or complete vocational training? What resources
More informationA LIFETIME OF LEARNING AND EARNING: A Family Guide to Work Preparation for Deaf and Hard of Hearing High School Students
A LIFETIME OF LEARNING AND EARNING: A Family Guide to Work Preparation for Deaf and Hard of Hearing High School Students A Lifetime of Learning and Earning: A Transition Series for Families of Deaf and
More informationTITLE SLIDE GOES HERE
Systematic Review of Best Practices in Transition Planning: Strategies for Occupational Therapists TITLE SLIDE GOES HERE Optional subhead would go here Andrew Persch, MS, OTR/L & Dennis Cleary, OTD, MS,
More informationVOCATIONAL TRANSITION ASSESSMENT
VOCATIONAL TRANSITION ASSESSMENT The transition from school to work and/or community adult living can be difficult for all students and uniquely so for those with disabilities. The tasks of choosing a
More informationPRESCHOOL PLACEMENT CATEGORIES
PRESCHOOL PLACEMENT CATEGORIES CASEMIS 20 EARLY CHILDHOOD SPECIAL EDUCATION SETTING Early Childhood Special Education Setting: This is a placement setting where children receive all of their special education
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
More informationSpecial Education Program Descriptions 2016-17
Special Education Student Services Special Education Program Descriptions 2016-17 Bethlehem Central School District 700 Delaware Avenue, Delmar, New York 12054 Introduction This document provides descriptions
More informationATTLEBORO PUBLIC SCHOOLS. Office of Special Education 2015-2016
ATTLEBORO PUBLIC SCHOOLS Office of Special Education 2015-2016 PROGRAM DESCRIPTIONS Page 1 Attleboro Public Schools Preschool Special Education Programs Special education regulations 603 C.M.R 28.04 govern
More informationRelated Service providers in Transition
Related Service providers in Transition A Webinar by the: National Secondary Transition Technical Assistance Center NSTTAC Presenters Moderator: Laurie Ray, MPT, PhD >laurie_ray@med.unc.edu (NC) Physical
More informationSome comparisons 12/18/15
1 Some comparisons The drop out rate for special education students is twice that of their peers. Regular education students attending college is double that of special education students. The adjudication
More informationRelated Services: How Do Special Needs Education Relate to Your Child?
Related Services: How Do Special Needs Education Relate to Your Child? Family Driven Non-Profit 501(c)3 What makes FND unique is that the majority of our Board of Directors, all of our Management Staff
More informationTaxonomy for Transition Programming
Taxonomy for Transition Programming A Model for Planning, Organizing, and Evaluating Transition Education, Services, and Programs Paula D. Kohler, Ph.D. WESTERN MICHIGAN UNIVERSITY and TRANSITION RESEARCH
More informationSpecial Education Program Descriptions 2014-2015
Special Education Program Descriptions 2014-2015 Stillwater Central School District 1068 Hudson Avenue Stillwater, New York 12180 Introduction This document provides descriptions of the special education
More informationPEATC Parent Educational Advocacy
PEATC Parent Educational Advocacy Training Center Virginia s NEXT STEPS Transition Program for Families, Youths, and Professionals: Building Effective Partnerships and Accessing Resources Webcast Two:
More informationSecondary Transition Planning and the IEP: What Families Need to Know
Secondary Transition Planning and the IEP: What Families Need to Know Bill Freeman New Jersey Department of Education Office of Special Education Programs Alice Hunnicutt Statewide Parent Advocacy Network
More informationToday, society supports the successful transition from school to the adult world
Introduction Today, society supports the successful transition from school to the adult world for students. As educators and others in the helping professions, we expect our students and clients to become
More informationTraining Manual Michigan Department of Education Office of Special Education and Early Intervention Services
State Performance Plan Indicator 13: Secondary Transition Michigan Department of Education Office of Special Education and Early Intervention Services Purpose of this The intent of this document is to
More informationPostsecondary Educational Opportunities
Postsecondary Educational Opportunities There are many opportunities for education when your child leaves the school system or graduates from high school, including traditional two- and fouryear colleges.
More informationFamily Matters PTIC Training Topics and Agendas
RtI Family Matters PTIC Training Topics and Agendas Response to Intervention (RtI): Helping All Kids Succeed (Includes DVD on RtI) 1-Origin of RtI Within the IDEA and NCLB 2-Pyramid for Designing School-Wide
More informationSchool-based Support Personnel
L. SUPPORT SERVICES School-based Support Personnel Yukon Education provides both professional and paraprofessional support to schools to address the diverse learning of students. Learning Assistance Program
More informationSpecial Education Program Descriptions School-Based Program Delivery Model
Special Education Program Descriptions School-Based Program Delivery Model Resource Room Services Resource Room Services, available in all MCPS schools, provide students with disabilities with the support
More informationPartnering with Families to Improve Education Transitions for Students
Partnering with Families to Improve Education Transitions for Students Transitions are periods of time when a student is transitioning to a different school, a different level in their education, or between
More informationTransition from School to Work life: Prerequisites for Individuals with disabilities
Transition from School to Work life: Prerequisites for Individuals with disabilities Lefkothea Kartasidou (University of Macedonia, GR) Deborah Merchant (Keene State University, USA) What is Transition?
More informationNEW TSPC SPECIALIZATION: AUTISM SPECTRUM DISORDER. Q and A. May 24, 2012
NEW TSPC SPECIALIZATION: AUTISM SPECTRUM DISORDER 1. What is a TSPC "Specialization"? Q and A May 24, 2012 This is a new specialization on a license now offered by TSPC. The first TSPC "specialization"
More informationFamily Perspectives on Post-Secondary Education for Students with Intellectual Disabilities
Education and Training in Autism and Developmental Disabilities, 2010, 45(3), 339 346 Division on Autism and Developmental Disabilities Family Perspectives on Post-Secondary Education for Students with
More informationAdvocating for Services: How a Parent Can Access a Special Education Program, Special Education Teacher Support Services and/or Related Services
Advocating for Services: How a Parent Can Access a Special Education Program, Special Education Teacher Support Services and/or Related Services Applied Behavioral Counseling Applied ABC Presented by Joan
More informationIndividual Education Program (IEP) Form Guidance
The purpose of the IEP document is to provide a written record of the decisions made at an IEP meeting where parent(s) and school personnel jointly make decisions about the educational program for a student
More informationReynolds School District K 12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW
Reynolds School District K 12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Developed 2006 MISSION STATEMENT The mission of the Reynolds School District School Counseling and Guidance Program is to provide
More informationIn the Driver s Seat
In the Driver s Seat Six Workshops to Help with Transition Planning and Self-advocacy Vermont Family Network 600 Blair Park Road, Suite 240 Williston, Vermont 05495 In the Driver s Seat Introduction The
More informationSelf-determined career
Focal Point: Youth, Young Adults, & Mental Health. Education & Employment, Summer, 7() Self-determined career planning: The Career Visions Project The Career Visions Project (CV) works with young adults
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
More informationPREPARING FOR LIFE TRANSITION PLANNING GUIDE
PREPARING FOR LIFE TRANSITION PLANNING GUIDE A Student/Parent/School Planning Guide For The Transition Process Including Determining Diploma Pathways Options For Secondary Students with Disabilities Dr.
More informationMCD OUTCOME COMPONENT SCHOOL PLAN
Federal Requirement, District publications and forms are available Search and Serve Response to Intervention (RtI) approach shall be one of several components of the process of determining a Specific Learning
More informationConversations on. Career Pathways with students, parents, and staff
Conversations on Career Pathways with students, parents, and staff 1 Conversations on Career Pathways with students, parents, and staff Why are Career Pathways and Programs of Study Important? How can
More informationExamples of IEP Goals and Objectives
AUTISM SPECTRUM DISORDER SERIES Examples of IEP Goals and Objectives Introduction Suggestions for Students with Autism When writing goals for children with Autism it is crucial to be as specific as possible.
More informationPreparing for Post Secondary Outcomes December 2014
Preparing for Post Secondary Outcomes December 2014 Webinar Logistics All participant microphones are muted Questions may be entered in the comment box throughout the presentation and will be answered
More informationSample Individualized Education Plan (IEP)
Sample Individualized Education Program Appendix A Sample Individualized Education Plan (IEP) The following IEP sample reflects but one way to present an IEP and contains components that have worked well
More informationTRANSITION RESOURCE DIRECTORY A PLANNING TOOL FOR PARENTS AND STUDENTS WITH SPECIAL NEEDS
TRANSITION RESOURCE DIRECTORY A PLANNING TOOL FOR PARENTS AND STUDENTS WITH SPECIAL NEEDS TABLE OF CONTENTS Section 1: Transition Planning 4-27 The Importance of Parent/Guardians 5 Steps In Transition
More informationSchool to Work Transition Guidelines and Best Practices
School to Work Transition Guidelines and Best Practices June 2014 Florida Department of Education The Division of Vocational Rehabilitation Table of Contents The Role of the Division of Vocational Rehabilitation
More information2. RELATED SERVICES AND SUPPORTS RECEIVED BY YOUTH WITH DISABILITIES
2. RELATED SERVICES AND SUPPORTS RECEIVED BY YOUTH WITH DISABILITIES As noted in Chapter 1, students with disabilities can receive a variety of related services or supports when they are deemed necessary
More informationAnnual Public Notice of Special Education Services and Programs for Students with Disabilities
1 Annual Public Notice of Special Education Services and Programs for Students with Disabilities Mastery Charter School publishes the following Annual Notice in the school s Parent-Student Handbook and
More informationTransition Planning for the Individual Education Plan
Transition Planning for the Individual Education Plan October 2014 Background Information Regulation 181/98 requires that a transition plan be developed as part of the IEP for exceptional students who
More informationParent Transition Survey
Parent Transition Survey Revised 2014 Fournier, L.L. (Revised 2014). Parent Transition Survey. From Parent Transition Survey by M.E. Morningstar, I. Crawford, J. Scarff & M. Blue-Banning (1994). Adapted
More informationTHE STATUS OF TRANSITION IN NEVADA PRELIMINARY REPORT INTERAGENCY TRANSITION ADVISORY BOARD
THE STATUS OF TRANSITION IN NEVADA PRELIMINARY REPORT INTERAGENCY TRANSITION ADVISORY BOARD Presented to The Legislative Committee on Persons with Disabilities June 19, 2006 By Mrs. Kris Christiansen,
More informationDelta Journal of Education ISSN 2160-9179
Curry & Jones Volume 4, Issue 1, Spring 2014 104 Delta Journal of Education ISSN 2160-9179 Published by Delta State University Implementing Transition Activities: How Competent Do Special Education Teachers
More informationLOUISIANA DEPARTMENT OF EDUCATION SPECIAL SCHOOL PROGRAMS
PARENTAL NOTIFICATION LETTERS PRIOR WRITTEN NOTICE BY THE LOCAL SCHOOL SYSTEM http://www.doe.state.la.us 1-877-453-2721 Date: Contact Name: School: Telephone No.: To: To the Parent(s)/Guardian(s) of: Parents
More informationTRANSITION TO ADULT LIFE FOR STUDENTS WITH DISABILITIES
TRANSITION TO ADULT LIFE FOR STUDENTS WITH DISABILITIES IMPORTANT: ELC's publications are intended to give you a general idea of the law. However, each situation is different. If, after reading our publications,
More informationRehabilitation Research and Training Center. Community Based Functional Skills Assessment for Transition Aged Youth with. Autism Spectrum Disorder
Rehabilitation Research and Training Center Community Based Functional Skills Assessment for Transition Aged Youth with Autism Spectrum Disorder JUNE 2014 TABLE OF CONTENTS AUTISM SPEAKS7 PAGE Introduction...
More informationRaritan Valley Community College Academic Course Outline. HMNS 240 Introduction to Special Education
Raritan Valley Community College Academic Course Outline HMNS 240 Introduction to Special Education I. Basic Course Information A. Course Number and Title: HMNS 240 Introduction to Special Education B.
More informationCreating Change: Student-Led IEPs & Youth Engagement as a Dispute Resolution Option
Creating Change: Student-Led IEPs & Youth Engagement as a Dispute Resolution Option Sarah Grime, David Friedemann, Moneé Wright March 15, 2016 2:30 pm 3:45 pm ET (11:30-12:45 PT) Note: The PowerPoint is
More informationBelmont Public Schools Special Education Programs
Belmont Public Schools Special Education Programs Preschool Program School: Belmont system wide Population Served: Special Education Students Aged 3 5 Grade: Pre K Program Description: This program is
More informationShort & Long Term Goal Writing
Short & Long Term Goal Writing Presented by Lindsey Anderson OSSE Division of Specialized Education Secondary Transition Webinar Series Transition Planning Determine Long-Term Goals (Vision) Determine
More informationCHILD FIND POLICY and ANNUAL PUBLIC NOTICE OF SPECIAL EDUCATION STUDENTS AND PROGRAMS FOR STUDENTS WITH DISABILITIES
CHILD FIND POLICY and ANNUAL PUBLIC NOTICE OF SPECIAL EDUCATION STUDENTS AND PROGRAMS FOR STUDENTS WITH DISABILITIES It is the policy of YouthBuild Philadelphia Charter School that all students with disabilities,
More informationCALIFORNIA SPECIAL EDUCATION MANAGEMENT INFORMATION SYSTEM (CASEMIS) SERVICE DESCRIPTIONS. San Diego Unified SELPA
210 Family training, counseling, and home visits(ages 0-2 only): This service includes: services provided by social workers, psychologists, or other qualified personnel to assist the family in understanding
More informationTransition Service Needs, e.g., COURSES OF STUDY A Documentation Guide
Transition Service Needs, e.g., COURSES OF STUDY A Documentation Guide Introduction Individualized Education Program (IEP) teams frequently struggle with completing the IEP content requirement of identifying
More informationPRINTED NAME WESTERN ILLINOIS UNIVERSITY - DEPARTMENT OF COUNSELOR EDUCATION - CN 597 INTERNSHIP SCHOOL COUNSELING STUDENTS ONLY TO STUDENTS:
WESTERN ILLINOIS UNIVERSITY - DEPARTMENT OF COUNSELOR EDUCATION - CN 597 INTERNSHIP SCHOOL COUNSELING STUDENTS ONLY TO STUDENTS: Students are responsible for the completion of all activities on this form.
More informationMICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES FIELD 062: HEARING IMPAIRED
MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES Subarea Human Development and Students with Special Educational Needs Hearing Impairments Assessment Program Development and Intervention
More informationSPECIAL EDUCATION AND DISABILITY POLICY (SEDP)
VCU 1 SPECIAL EDUCATION AND DISABILITY POLICY (SEDP) SEDP 330. Survey of Special Education. 3 Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements
More informationVirginia s self-determination project: Assisting students with disabilities to become college and career ready
Journal of Vocational Rehabilitation 40 (2014) 247 254 DOI:10.3233/JVR-140690 IOS Press 247 Virginia s self-determination project: Assisting students with disabilities to become college and career ready
More informationASD and Employment. Presented by: Sarah Duhaime, MSW, RSW. Employment and Life Skills Coach. The Redpath Centre
ASD and Employment Presented by: Sarah Duhaime, MSW, RSW Employment and Life Skills Coach The Redpath Centre What do these people have in common?? Disability and Work A business perspective on why it is
More informationService Delivery Models
Service Delivery Models Anne Arundel County Public Schools (AACPS) is committed to educational excellence by "Elevating all Students, Eliminating all Gaps." To that end, AACPS offers a full continuum of
More informationRhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan
Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan Blackstone Academy Public Charter School February 2016 1 SCHOOL SUPPORT
More informationTRANSITION TO ADULT LIFE FOR CHILDREN WITH DISABILITIES
Making sure that all of Pennsylvania s children have access to quality public schools TRANSITION TO ADULT LIFE FOR CHILDREN WITH DISABILITIES IMPORTANT: ELC's publications are intended to give you a general
More informationSPECIAL EDUCATION (SED)
161 (SED) 533 DeGarmo Hall, (309) 438-8980 Education.IllinoisState.edu/SED Interim Chairperson: Stacey R. Jones-Bock. Office: 533 DeGarmo Hall. Graduate Program Coordinators: Debbie Shelden, George Peterson-Karlan,
More informationThe Field of Counseling
Gainful Employment Information The Field of Counseling Job Outlook Veterans Administration one of the most honorable places to practice counseling is with the VA. Over recent years, the Veteran s Administration
More informationSchmoga: Yoga-based self-regulation programming for children with Autism Spectrum Disorder in the school environment Kara Larson, OTD/S
Schmoga: Yoga-based self-regulation programming for children with Autism Spectrum Disorder in the school environment Kara Larson, OTD/S Faculty Advisors: Dr. Christine Manville, EdD, MEd, OTR/L Dr. Tamara
More informationTransition for Families: Preparing for Life After High School Family Conference April 5, 2014
Transition for Families: Preparing for Life After High School Family Conference April 5, 2014 Division of Specialized Instruction and Student Support Workshop Goals To develop an understanding of: Transition
More informationAdaptive Physical Education
Adaptive Physical Education Adapted Physical Education - APE Adapted physical education is a diverse program of developmental activities, exercises, games, rhythms, and sports designed to meet the unique
More informationPromising Practices for Students with Autism. Dr. Heather Duncan
Promising Practices for Students with Autism Dr. Heather Duncan Agenda Autism: An Overview & Diagnostic Criteria A Comprehensive Approach to Intervention Environmental Structure Goal Development FBA Plan
More informationSuggested Transition Timeline
Pre-High School Tasks Suggested Transition Timeline Student To Do List Know which classes and Minnesota Comprehensive Tests are required to meet graduation in your high school. Take required classes in
More informationFAQ regarding IEP s. Does a Special Ed teacher (Service Coordinator) have to be present at IEP meeting? Yes. At least 1 must be present.
FAQ regarding IEP s What is an IEP? IEP stands for Individualized Education Program. It s a legal document which is a written agreement between the parent and the school. Think of it as a map of the student
More informationPlanning Life After High School for Students on the Autism Spectrum
Planning Life After High School for Students on the Autism Spectrum A Guide for Tennessee Families Introduction You and your family have already travelled a journey from a diagnosis of an autism spectrum
More informationSPECIAL EDUCATION AND RELATED SERVICES
i SPECIAL EDUCATION AND RELATED SERVICES Updated May 2008 i It is the policy of the South Dakota Department of Education, Office of Educational Services and Supports to provide services to all persons
More informationYouth Transition. Presentation by Cherie Takemoto, Executive Director
PEATC Youth Transition presented by Cherie Takemoto, Executive Director to the President s Committee on People with Intellectual Disabilities Forum on Employment September 8, 2008 Presentation by Cherie
More informationChapter 4: Planning Support for Students with Autism Spectrum Disorders
Chapter 4: Planning Support for Students with Autism Spectrum Disorders Developing Individualized Program Plans (IPPs) There is considerable variability in how learning and behavioural characteristics
More informationChapter 6: Individualized Education Programs (IEPs)
33 Chapter 6: Individualized Education Programs (IEPs) In this chapter you will: learn the parts of an IEP learn who is on an IEP team discover tips and things to remember when working on the IEP understand
More information