Guiding Principles and the Meeting Mechanics Process

1. Guiding Principles and the Meeting Mechanics Process

2. INTRODUCTIONS Working Agreements Agenda Welcome

3. Guiding Principle ALL DECISIONS INFORMED BY…. • THE LAW • THE RESEARCH • THE DATA

4. WARNING • I heard that…. • I was told…. PRACTICE IS NOT NECESSARILY LAW, POLICY, or RULE

5. Individuals with Disabilities Education Act (IDEA)IDEA Website FAPE LRE

6. FAPE Is an Equitable Education

7. What is FAPE? IDEA Website Special Education & Related Services Specially Designed Instruction (Adapting the content, methodology or delivery of instruction) • To address unique needs resulting from the disability • To ensure access to the general curriculum to meet the STATE educational standards that apply to all children (i.e. state standards) 11-16-15 Dear Colleague Letter Individualized Educational Program (IEP) OFFER OF FAPE

8. What is FAPE?U.S. Supreme Court Interpretations • BOE Hendrick-Hudson Central v. Rowley (1982) • Comply with procedures set forth in IDEA • “Reasonably calculated to achieve EDUCATIONAL BENEFITS.” (interpreted as “some” benefit) • Endrew F. v. Douglas County (2017) • “Reasonably calculated to make progress appropriate in light of circumstances…. to meet challenging objectives (appropriately ambitious).”MEANINGFUL EDUCATIONAL BENEFITS • 12-7-17 Q&A on Endrew

9. LEAST RESTRICTIVE ENVIRONMENT “To the maximum extent appropriate, children with disabilities…. are educated in the general education classroom with children who are not disabled…” ….and that special classes, separate schooling, or other removal of children with disabilities from regular education environment occurs only if the nature or severity of the disability is such that education  in regular classes with the use of supplementary aides and services cannot be achieved satisfactorily.” ADA Implications 34 C.F.R. §300.114

10. Michigan’s Unique Opportunity: 26Where are students without disabilities receiving their education / preparation? Education Independent Living Employment

11. ASD and Employment

12. Engagement After School

13. Learning through Process

14. Current Theme in Inclusive Education Outcome Research Students with Extensive Support Needs Intellectual Disabilities Autism Spectrum Disorder Multiple Disabilities

15. Kurth & Mastergeorge, 2010 • 15 Ss w/ ASD (not AS) – 12 males • 7-9th grade; 12-15 years old • 7 spent >80% day in GenEd; math and reading instruction in GenEd • 8 self-contained spent >50% in SpEd; math and reading instruction in SpEd • Measures: • Cognitive GenEd mean 64.9; SpEd mean 60.0 • Adaptive GenEd mean 44.4; SpEd mean 42.3 • Academic—WJ 3 • Broad Reading: GenEd mean 67.6; SpEd mean 13.1 • Broad Writing: GenEd mean 83.6; SpEd mean 14.1 • Broad Math: GenEd mean 77.4; SpEd mean 8.5 Academic and Cognitive Profiles of Student with Autism: Implications for Classroom Practice and Placement. International Journal of Special Education, 25 (2), 8-14.

16. “There is clear and convincing evidence that inclusive educational settings can confer substantial short and long-term benefits to students with and without disabilities.” Students with Disabilities Students without Disabilities Same level of teacher attention Neutral or Positive Effects Academic Achievement Social Competence Additional Benefits: Reduced fear of human differences Increase friendly relationship Less prejudice Less patronizing / pitying behavior • Increased academic achievement & graduation • Increased independence • Increased engagement • Increased attendance • Increased communication skills • Increased social competence & quality of relationships • Decreased behavior / disciplinary referrals Quirk, C., Ryndak, D.L., Taub, D. (2017) Research and Evidence-based Practices to Promote Membership and Learning in General Education for Students with Extensive Support Needs. Inclusion, 5 (2), 94-109.

17. What predicts post-school employment? Students who had the highest degree of integration with age-appropriate peers were more likely to engage in post-school employment IQ, behavior problems, physical disability, and individual demographics did not correlate with integrated employment outcome White, J. & Weiner, J.S. (2004). Influence of least restrictive environment and community based training on integrated employment outcomes for transitioning students with severe disabilities. Journal of Vocational Rehabilitation, 21, 149–156.

18. Do Sheltered Workshops Help Prepare Individuals with ASD? • Two groups compared: • a) 215 supported employees who were in sheltered workshops prior to entering supported employment • b) 215 supported employees who were not in sheltered workshops • Groups were matched on primary diagnosis, secondary diagnosis (if present), and gender. • Results showed that there were no differences in rates of employment between the groups. • Individuals who participated in sheltered workshops earned significantly less ($129.36 versus $191.42 per week), and cost significantly more to serve ($6,065.08 versus $2,440.60), than their non-sheltered workshop peers. • Results suggest that individuals with ASD achieve better vocational outcomes if they do not participate in sheltered workshops prior to enrolling in supported employment. Cimera, R. E., Wehman, P., West, M., & Brugess, S. (2012). Do sheltered workshops enhance employment outcomes for adults with autism spectrum disorder? Autism, 16(1) 87–94.

19. Secondary Transitions National Secondary Transition Technical Assistance Center (NSTTAC) http://nsttac.org/sites/default/files/assets/pdf/pdf/ebps/PredictorPPT_Jan2013.pdf

20. What Predicts Post-School Employment? • Primary: • Family Preference • Paid work during school • Secondary: • Community mobility skills • Self-management skills Center on Transition for Youth with Disabilities (www.transitionemployment.org)

21. Current State of Services “The potential of individuals with ASD to become employed and engaged adults is limited more by the failure of the systems charged with supporting them than by the challenges associated with being on the spectrum.” Peter Gerhardt; Current State of Services for Adults with Autism 2009

22. Improving Post-Secondary Transition Outcomes Access to Higher Education Employment Independent Living Social Opportunities

23. Why the focus on Employment? • Employment results in • Potential need for further education • Need / ability to need, access and afford housing • Access to a social network that can be expanded • What is meant by employment? • INTEGRATED • Minimum / equivalent wage • Hours per week? • Volunteer? • Job Shadow; Job Sampling; Internship

24. Learning through Process

25. Guiding Principle:High Expectations Lead to Better Outcomes The Pygmalion Effect (Rosenthal & Jacobson, 1968) Later research: Expectancy Effect Madon et al (1997) - teacher perceptions and expectations have a greater relative impact on achievement among low achievers than among high achievers.

26. CONGRESSIONAL FINDINGS Understanding Federal Law U.S. Code (U.S.C.) 50 Titles Title 20: Education 78 Chapters Chapter 33: IDEA — IV Subchapters Subchapter I: General Provisions 82 Sections -- denoted as § § 1400: Findings / Purpose …the implementation of this chapter (33 : IDEA) has been impeded by low expectations, and an insufficient focus on applying replicable research on proven methods of teaching and learning for children with disabilities.

27. EBP Resources http://autismpdc.fpg.unc.edu/content/briefs https://autisminternetmodules.org/ http://www.asatonline.org/treatment/treatments_desc.htm https://afirm.fpg.unc.edu/afirm-modules

28. CONGRESSIONAL FINDINGS • “Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by— • having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to— • (i) meet developmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children; and • (ii) be prepared to lead productive and independent adult lives, to the maximum extent possible; “

29. GUIDING PRINCIPLE:2 Primary Goals for Students with ASD: What about Academics & Life Skills?

30. Dignity of Risk – not Readiness

31. Keith Jones: Going to College

32. PassportsSTART Project Passports

33. The Push

34. Guiding Principle: PRESUME COMPETENCE

35. Principle All decisions informed by the law, research , data. High expectations lead to better outcomes. Primary goals are socialization and independence skills. There is dignity in risk. Least dangerous assumption is to presume competence. Select most important principle Prepare a 30-second description Finish the sentence: “This principle is most important in my work because________________

36. Post-Secondary Transition OutcomesEMPLOYMENT GUIDING PRINCIPLES • Allen Anderson: www.employmentoutcomes.com • “Abandon no one to unemployment.” • Griffin – Hammis Associates: • “All people have contributions to make in the marketplace.” • Mark Gold & Associates: • “All people have interests that provide motivation for employment.”

37. Employment is Therapeutic!Vanderbilt University / U of Wisconsin-Madison (5 year study)Journal of Autism and Developmental Disorders The greater the vocational independence and engagement: • Lower rates of behaviors related to ASD (e.g. restricted interests; repetitive behaviors) • Reduced behavioral challenges • Increased rates of communication and social interaction skills

38. Two Distinct Job Approaches Labor Market Job Development: Responding to the needs of employers with applicants who are “qualified” to meet those general needs. Customized Job Development: Discovering the “strengths, needs and interests” of applicants and proactively negotiating a job description that meets both the applicant’s and employer’s specific.

39. Job Interview “People with autism face a particular challenge getting hired because of the traditional interview process, which tends to reward candidates with smooth social skills. A job interview is often the worst way to determine if an autistic applicant is qualified for a given position. The interview is all about social communication: how good is your eye contact, how reassuring is your tone of voice, how fluent is your speech…..” Employers are Seeking Out Autistic Workers: http://www.thedailybeast.com/articles/2015/05/11/employers-are-seeking-out-autistic-workers.html

40. Customized Employment Customized employment means individualizing the relationship between employees and employers in ways that meet the needs of both. It is based upon an individualized determination of the strengths, needs and interests of the person with a disability, and is also designed to meet the specific needs of an employer.

41. Customized vs. Supported Employment • Supported Employment • Starts with the employer • Looking for jobs that currently exist • Preparing the job seeker for the job • Customized Employment • Start with the job seeker • Match individual skills with employer needs through jobs that don't yet "exist“ • Preparing the environment for job seeker success

42. The Spectrum of ASDInclusive Employment Options

43. ELIMINATING “Unemployable”Drew Brain Blizzard In Attendance: 2 Facilitators from START Drew, His Parents and Older Brother CMH Worker Special Ed Director 11 LINKS Special Ed Teacher Principal CLS Worker

44. Planning Process

45. Visual Schedule Planning

46. Teaching the System

47. Example Visual Schedule

48. Success of the Summer Work Opportunity 27 Total Days June 25 - August 16 • One Substitute Support • Two Day Missed • START Summer Institute • 4th of July • 11 Requested Breaks • Had to Leave Work for Behavior – Zero Times

49. The Power of Natural Supports Summer 2012 Work Experience Student with ASD Natural Support

50. Great News…One Job Leads to Another Job