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Transition and Self-determination for Students with Special Needs (SPED6847)

Transition and Self-determination for Students with Special Needs (SPED6847). Dr. Jan Lichtenstein District Wide: Teacher of the Visually Impaired Suzanne Detreville Special Education Coordinator January 13, 2014. Mission and Vision.

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Transition and Self-determination for Students with Special Needs (SPED6847)

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  1. Transition and Self-determination for Students with Special Needs (SPED6847) Dr. Jan Lichtenstein District Wide: Teacher of the Visually Impaired Suzanne Detreville Special Education Coordinator January 13, 2014

  2. Mission and Vision Mission: Dorchester School District Two leading the way, every student, every day, through relationships, rigor, and relevance. Vision: Dorchester School District Two desires to be recognized as a “World Class” school district, expecting each student to achieve at his/her optimum level in all areas, and providing all members of our district family with an environment that permits them to do their personal best.

  3. Transition and Self-determination for Students with Special Needs (SPED6847) • Presentation Information Agenda • Introduction of Participants • Definition of Transition and Self-Determination • Unemployment Statistics • Case Studies • Self-Identity and How it Affects Success • Strategies to Improve Transition Planning and Self-Determination for Students with Special Needs • Legal Issues

  4. Contact Information Dr. Jan Lichtenstein, Teacher of the Visually Impaired jlichtenstein@dorchester2.k12.sc.us 843-870-2993 Suzanne Detreville, Special Services Coordinator sdetreville@dorchester2.k12.sc.us 843-875-4161 Edmodo Group Number: 9rp3q9

  5. Session EvaluationParticipants are asked to complete a session evaluation for each session attended. Credit (attendance, renewal, and/or technology) will be added following evaluation completion. For each question, use 1=Strongly Disagree, 2=Disagree, 3=Neither Agree nor Disagree, 4=Agree, 5=Strongly Agree. Your responses will assist us in planning future professional development in Dorchester School District Two. • The instructor was well prepared for the workshop. • The materials for the workshop were appropriate. • The concepts presented were appropriate to my job. • I will benefit from attending this session. • I would recommend this training to others.

  6. Introduction of participants MIDDLE SCHOOL HIGH SCHOOL

  7. DEFINITION OF TRANSTION AND SELF-DETERMINATION • TRANSITION SERVICES: • “A coordinated set of activities for a student with a disability that: • (A) … promotes movement from school to post-school activities, including postsecondary education, vocational training, integrated employment (including supportive employment), continuing and adult education, adult services, independent living, or community participation; • (B) is based on the student’s needs, taking into account the student’s preferences and interests; • (C) includes instruction, community experiences, the development of employment and other post-school objectives and when appropriate, acquisition of daily living skills and functional vocational evaluation (EHA Amendment of 1990, P.L. 101-476, 20 U.S.C. 1401)

  8. DEFINITION OF TRANSTION AND SELF-DETERMINATION • TRANSITION DEFINITION #2 • Life transitions are about change, and about movement, and about becoming something other than what you are at this very movement (Kochhar-Bryant and Bassett, 2009) • WHEN DOES IT START? M. Lichtenstein (2013)

  9. DEFINITION OF TRANSTION AND SELF-DETERMINATION • SELF-DETERMINATION: • Awareness of personal preferences, interests, and goals • Ability to set goals • Ability to advocate for oneself • Ability to be persistent • Ability to be self-confident • Ability to evaluate decision • Ability to ask for help • Ability to state our needs • Ability to assume responsibility for our actions • Ability to have and use knowledge of oneself by understanding strengths and limitations • Ability to be empowered

  10. DEFINITION OF TRANSTION AND SELF-DETERMINATION • SELF- DETERMINATION DRIVES TRANSITION

  11. WHY DO OUR Students need to be Taught Self-Determination and transition skills? • EMPLOYMENT STATISTICS OF INDIVIDUALS WITH DISABILITIES Male or Female; Ages 21-64; All races; All education levels(2011): *Cognitive Disability refers to those persons who have a serious difficulty concentrating, remembering, or making decisions because of a physical, mental, or emotional condition

  12. WHY DO OUR Students need to be Taught Self-Determination and transition skills? • Reference for Data: • Erickson, W., Lee, C., von Schrader, S (2013). Disability Statistics from the 2011 American Community Survey (ACS). Ithaca, NY: Cornell University Employment and disability Institute (EDI). Retrieved December 27, 2013 from www.disabilitystatistics.org • WE ARE IMPROVING BUT HAVE A LONG WAY TO GO!!

  13. Case studies #1 • Student Example: Richard (Lichtenstein, J. 1997) • Visually impaired, Braille user, gifted and talented, arrived in SC at age of 9, supportive family (mother – father died before coming to SC.) • Academically excelled throughout educational career, began attending IEP meetings in 5th grade, goal oriented, integral part of committee in deciding what he wanted to learn, participated in all activities that supported his future • Graduated from HS number 1 in class, attended Stanford University with a full paid scholarship from the State Department who promised him a job when he was finished • Working for Pentagon, independent, productive, and satisfied with his life

  14. Case studiesc#2 • Student Example: Aline • Student entered SC schools at age 3, severely orthopedically impaired from CP, needed services in all areas to support academics (speech, OT, PT, nursing care, etc.), cognitively very bright, placed in a Resource model placement with Teacher assistant, used assistive technology to communicate and write • Starting attending IEP meetings at age 13, as a requirement of IDEA, did not participate as an equal member but listened • Had limited goals and did not identify what would happen after HS until her senior year; provided access to agencies for support but did not use • Did not know how to obtain doctor’s help, get her wheel chair and/or braces fixed, access agencies for financial support, understand what SSI was as a financial support, did talk about writing as a career option • Graduated number 1 in class with limited knowledge of future needs; parent wanted her to remain at home so student did not access support services that were available to her. • Future continues to be questionable

  15. Identity development (NCCA, n.d.)PROMOTES SELF-DETERMINATION

  16. Identity development

  17. Identity development

  18. Identity development

  19. How does a Strong Identity affect self-Determination and enhance transition? • Without a strong identity, self determination and effective transition cannot be fulfilled. • When are these Aims addressed? • AIM 1 • AIM 2 • AIM 3 • AIM 4 THUS, SELF-DETERMINATION AND TRANSITION MUST START DEVELOPING BEFORE FORMAL SCHOOL STARTS AND CONTINUE THROUGH ELEMENTARY, MIDDLE, AND HIGH SCHOOL LEVELS!!

  20. Strategies to improve transition planning and self-determination for students with special needs • Strategy 1: Assessment (Transition Training Manual, Connecticut 2004) INFORMAL • • Interviews/questionnaires of the student, parents and significant others • • Records review, including personal history, medical background, academic achievement • • Anecdotal information FORMAL • • Interest inventories – SC Career Assessment • • Aptitude tests • • Educational/achievement tests • • Psychological tests • • Situational assessments • • Learning styles inventories • • Functional assessment, including an independent living assessment and a pre – employment checklist

  21. Strategies to improve transition planning and self-determination for students with special needs • Strategy 2: Reach out to Families • Encourage student’s attendance at IEP meetings to be part of the discussion • Share the differences between services under IDEA and 504/ADA after age 18 – Age of Majority • Discuss accommodations and possible modifications needed for independence and post graduate education • Identify agencies that might provide support after students leave high school: Vocational Rehab; Department of Developmental Disabilities; SC Commission for the Blind; Social Security Supplement; Special Services offices at Colleges, etc. • Discuss the medical needs that might be necessary for the student’s success and how these needs will continue past High School • Help families explore appropriate colleges with strong Special Services

  22. Strategies to improve transition planning and self-determination for students with special needs • Strategy 3: Encourage Students’ Future Independence • Identifying the necessary accommodations for the student now and in the future (with student’s input) (Ongoing) • Help student understand his/her disability and the concomitant needs associated with this disability; Have the student develop a power point for their teachers outlining this information (Middle School) • Teach students to use Assistive Technology to enhance independence and access to information, texts, future professors, research, and so on (Elementary School) • Help students assess ability to live independently: i.e. cooking, cleaning, laundry, paying bills and what that entails, transportation needs, leisure activities, medical needs, methods of communication, and so forth (Middle to HS)

  23. Strategies to improve transition planning and self-determination for students with special needs • Strategy 4: Educate Students about their Disabilities and Strengths • Accommodations: What they are and why they need them. • Medical conditions if needed and how the conditions will affect their ability to be independent • Learning Profile: Learning strengths and weaknesses and how to adapt • Practice sharing this information with strangers in order to educate those who may not understand • How to process information for dealing with life decisions • How to reach resources that might be helpful • Information about the vocations they wish to pursue (Bureau of Labor Statistics) and how their disability might affect success at this job • Information about various colleges and how to access the Special Services office that should be a resource for them (www.collegeboard.org)

  24. Strategies to improve transition planning and self-determination for students with special needs • Strategy 5: Explicitly Teach Learning and Organizational Strategies • Note taking • Time management • Written expression • Organization • Tracking assignments • Ordering texts if need adapted texts • Using technology to assist with learning • Studying appropriately for tests • Use of Personal Assistants and how to locate them • Modifications of Assignments • ETC.

  25. Strategies to improve transition planning and self-determination for students with special needs • Strategy 6: Give Students the Documentation They Need • Assessment Data • Transition IEP • Medical Reports • Historical Overview of Students’ Needs for and use of Accommodations (Hamblet, E. 2014) • Why the student was in need of Special Education • How the disability substantially limit learning (including access) • What services and accommodations the student has received and how it has helped compensate for the disability

  26. Legal requirements of IEP and Transition servicesSuzanne Detreville • TRANSITION: INDICATOR13 • The Individuals with Disabilities Education Act (IDEA) was reauthorized on December 3, 2004 and its provisions became effective on July 1, 2005. In conjunction with the reauthorization, the U.S. Department of Education through the Office of Special Education Programs required states to develop six-year State Performance Plans in December, 2005 around 29 indicators, on which data be submitted annually (beginning February 2007) in Annual Performance Reports.

  27. Legal Requirements • TRANSITION: INDICATOR 13 • Report data includes: Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals, and annual IEP goals related to the student's transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority." (20 U.S.C. 1416(a)(3)(B))WHAT DOES THIS MEAN FOR TEACHERS?

  28. Questions??? • Summary: • IDEA mandates Transition planning and services • Individuals with Special Needs have a lower chance of being employed after High School as compared to non-disabled peers • Successful Transition starts with a strong personal identify from pre-school through High School. • A Strong Personal Identity promotes Strong Self-Determination which drives Successful Transition to adult life • Specific Strategies are needed to support success for the student which includes the Student, Teachers, Parents and Families, Agencies and Higher Education Systems/or Vocational Programs

  29. References • Connecticut Interagency Transition Task Force (2004). Connecticut's transition training manual and resource directory. Retrieved from: www.sde.ct.gov/sde/lib/sde/PDF/DEPS/.../Transition_Manual.pdf. • Flexer, R. W. , Baer, R. M., Luft, P., Simmons, T.J. (2013) . Transition planning for secondary students with disabilities, Fourth edition. Boston: Pearson Publications. • Kochhar-Bryant, C. Bassett, D.S., Webb, K. W. (2009). Transition to postsecondary education for students with disabilities. California: Corwin Press. • Hamblet, E.C. (2014) Nine strategies to improve college transition planning for students with disabilities. TEACHING Exceptional Children, 46(3), 53-59.

  30. References • Lichtenstein, J.L. (1997) The essence of empowerment: Richard’s story. TEACHING Exceptional Children, November 1, 1997 edition, n.p. Retrieved from: http://www.highbeam.com/‎ • National Council for Curriculum and Assessment, Dublin, Ireland (2013). Aistear: the Early childhood curriculum framework for curriculum and assessment. Retrieved from: http://www.ncca.ie/en • Shogren, K. A., Kennedy, W., Dowsett, C., & Little, T. D. (2014). Autonomy, psychological empowerment, and self-realization: Exploring self-determination from NLTS2. Exceptional Children, 50(2), 221-235. • Erickson, W., Lee, C., von Schrader, S (2013). Disability Statistics from the 2011 American Community Survey (ACS). Ithaca, NY: Cornell University Employment and disability Institute (EDI). Retrieved December 27, 2013 from www.disabilitystatistics.org

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