National APSE Conference 2011 Seattle, WA Sarah Johnston-Rodriguez Northern Illinois University Sharon Slover Special Education District of McHenry

Transcription

1 National APSE Conference 2011 Seattle, WA Sarah Johnston-Rodriguez Northern Illinois University Sharon Slover Special Education District of McHenry County

2 How many students/adults with disabilities have the following skills? Global awareness Financial, economic, business and entrepreneurial literacy Civic literacy Health literacy Environmental literacy

3 IDEA :Results-oriented Transition goals Postsecondary/Career/vocational outcomes Expectations for Integrated experiences Required 21 st Century Skills Changing workplace Need for further training Desire for continued social experiences

4 Higher Education Act Reorganization (HEOA) (PL ) Enacted reauthorized version in 2008 Provide access to Higher Ed for students with Intellectual Disabilities (ID) New eligibility for financial aid (e.g. Pell, work study, etc

5 HE Options for students with ID a. Regular enrollment in credit-bearing courses, integrated b. Auditing regular classes, no academic credit c. Enrollment in noncredit-bearing, nondegree courses with nondisabled peers d. Participation in internships or work-based training with nondisabled peers e. Individualized program that meets criteria for a transition and postsecondary program for persons w/id

6 Trade schools-apprenticeships Business Schools Vocational-technical schools Specialized training in business or industry Community colleges 4-year colleges/universities

7 Dual Enrollment Mixed/hybrid Separate Inclusive

8 3 Prototypes (Unger, 1998) Self-contained setting students are later reintegrated into the postsecondary setting On-site support-ongoing support is provided by the disability support staff Mobile support-support provided by community mental health service providers Supports based on information provided in the Summary of Performance (SOP).

9 Critical Questions We Need to Address What is the student s S.P.I.N? (Strengths, Interests, Preferences, Needs) What do they want to do after graduation? What further training/education do they need? Where can they get it? What supports do they need?

10 THE BIG PICTURE Backward planning becomes the foundation for developing postsecondary goals and Individual Transition Planning

11 SPIN Assessment Exploration/Discovery Postschool Outcomes/Postsecondary Goals Transition Domains Goals/objectives PSE

12 Backward Planning Process What NEEDS to happen Transition Assessment Career exploration Career and job information Domain Skills Postgraduation Goals Postsecondary Path and Supports Links goals and career/future job interests directly to Postsecondary pursuits

13 General Inventories Inventories or surveys that look at student s skills and priorities across all domains/environments Career Assessment Inventories that examine student s preferences Or areas of interests related to Occupational clusters and specific Careers We-based Career Assessments Domain Assessments Surveys, checklists, questionnaires that examine activities and skills in specific transition domains

14 Career Cruising Drive of Your Life Career Zone Career Voyage O*NET I-Seek

15 TPI (Transition Profile Inventory)-Handout, some versions on BB LCCE TSI (Next STEP) Brigance Employability Skills Inventory Reading Free Career Inventory (TLC) Career interests Choicemaker (TLC) Career exploration segment YES (TLC) Career exploration MY VOICE binder (TLC)

16 Agriculture, food, natural resources Architecture & construction A/v Technology & communications Business, mgmt, & admininistration Education & Trng Finance Govt. & Public admin. Health Science Hospitality & Tourism Human Services Information Technology Public safety, corrections & security Manufacturing Marketing, sales, & service Science, tech, engineering & math Transportation, distribution, & logistics

17 Critical skills students need to be successful in postsecondary environments: Self-determination Self-efficacy Understanding rights and responsibilities Study and note-taking skills Time management Reading, math, writing ability Social skills and recreational

18 Need for sustained and informed proactive planning due to differences in school versus postsecondary requirements IHE s required to provide accommodations NOT individualized services, supports or free education IHE s must provide access to qualified students, not entitlement 504 requires IHE to provide person to help with accommodations

19 IHE s disability services offerings vary widely: May provide a range of supports Assistive technology Counseling Guidance/advising Tutoring Specific skills groups e.g.social Skills

20 A Collaborative Program Between SEDOM & MCC Special Education District of McHenry County (SEDOM) McHenry County College (MCC)

21 Education & Careers Pathways is a hybrid program for students ages 18+ with disabilities. Pathways courses are designed to maximize the participants potential for independence in employment, community, activities of daily living, and to foster self advocacy skills.

22 Academic Independent Living Vocational Mentoring Inclusion

23 Participating districts County agencies Special Education Cooperative Parents College

24 Education & Careers Pathways Application ~ Interview ~ Eligibility ~ Personal Plan PREP Transition & Career Readiness Learning Skills Social Communication Pathways to Independence

25 Enriching collegiate experiences Interactive and inclusive environments Learning opportunities transferable to lifelong independent living skills Work ethics necessary for gainful employment Self-respect and knowledge of individual strengths Connect the students and their families with post- 21 employment and agencies Earn a certificate of completion

26 Completed Pathways application Personal interview 18 years or older History of special education services Able and required to follow college code of conduct

27 2 year certificate of completion program LifeSchool 2000 Curriculum-revisiting Models college schedule Enrolled through MCC Tuition based Career Clusters Mentoring

28 MCC Special Needs Office Classes based on MCC entrance exam Additional tutoring Case manager Participate in MCC student groups

29 Employment based pathway Enrolled through SEDOM One instructor Transition para-professionals

30 Consumer Economics I & II Government & Law I & II Health I & II Occupational Knowledge I & II Community Resources I & II Interpersonal Relationships I & II Computer Skills/Presentation Software Food and Nutrition/Meal Preparation

31 Academics require additional support Reduced student-teacher interaction Different personal support network Less protective environment IEP goals and progress Related services Eligibility based education

32 Responsibilities Co-Directors SEDOM: program content, student management MCC: On campus logistics Pathways Liaison Shared duties: orientation, program development, assessment, graduation, accommodations Advisory Committee

33 Year Classes Offered Students Fall Spring Fall Spring Fall Spring Fall Spring Fall

34 Belief Leadership support Different pathways Individualized planning Necessary supports Academic/vocational Social/domestic/leisure Mobility and transportation

35 Student Success Earned Certificate of Completion Competitively employed Empowered Independent living skills Knowledge of individual strengths Self respect and team building activities Life strategies

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47 PERC- ThinkCollege.net ergraduate/cuttingedge/default.aspx

48 Questions? Thanks for coming! Sarah Johnston-Rodriguez Sharon Slover