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Transition Issues

Transition Issues. From School-based Physical Education to Community-based Recreation. Definition of Transition.

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Transition Issues

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  1. Transition Issues From School-based Physical Education to Community-based Recreation

  2. Definition of Transition • Coordinated set of activities designed within an outcome-oriented process which promotes movement from school to post-school activities including: post-secondary education, vocational training, integrated employment, continuing and adult education, adult services, independent living, and community participation (IDEA -PL 101-476, 1990).

  3. Legal Mandate for Transition • IDEA - PL 105-17: • requires transition services for students with disabilities to begin as early as age 14 • plan must be included in the student’s IEP (known as ITP - Individual Transition Plan).

  4. IDEIA 2004 – Changes to Transition • IDEIA has extensive changes to the legal requirements for transition. Previously, the law required “a statement of transition service needs” (beginning at age 14), and “a statement of needed transition services for the child (beginning at age 16). IDEIA eliminated age 14 (now starts at 16).

  5. Transition (cont.) • new statement - “result-oriented process.” • “…appropriate measurable post secondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills…and the transition services (including course of study) needed to assist the child in reaching these goals.

  6. Philosophical Mandate for Transition • Functional life skills model (e.g., Block, 1992; Brown et al., 1979; Certo, Schleien, & Hunter, 1983) • Top-down model (Wessel & Kelly, 1986)

  7. Key Philosophies of a Functional Model • Chronological age appropriateness • Functional skills • Community-based instruction • Partial participation • Data-based teaching

  8. Developing a Transition Plan • Analyze community (what is available) • Discuss possible goals and objectives with parents and student • Determine goals and objectives (see sample) • Determine who will implement plan

  9. Implementation Process for Inclusive Recreation (from Wagner, Werterald, & Wilson, 1994)

  10. Step 1: Initial Contact and Registration Process • Assess participant's interests • ID suitable program • Observe program and discuss client with staff • Help register participant

  11. Step 2: Data Gathering: • Discuss with participant and/or parents to determine: • questions • concerns • anticipated accommodations • etc....

  12. Step 3: Accommodations: • Conduct ecological inventory with discrepancy analysis (detailed task analysis of skill) *see handout

  13. Step 3 (continued) • Determine need for accommodations including: • assistive devices/facility modifications • instructional accommodations (e.g., cues, reinforcement, behavior plan, etc....) • procedures/rules of particular activities • interpreters • financial assistance • transportation • companion/adult support

  14. Step 4: Training • Train staff and companions • on goals of program • on participants particular abilities/needs and medical and behavioral information • on how to teach particular skills • how to collect data • how to ask for help

  15. Step 5: Participation • Participant joins activity • Collect on-going data

  16. Step 6: Follow-up • Case manager meets with staff to determine degree of: • success • problems • solutions

  17. Step 7: Evaluation • Participant, staff, and companion are evaluated to assess their experience • written survey • face-to-face interviews • phone calls

  18. Step 8: Documentation of progress • On going data sheet • Progress reports • Subjective evaluations

  19. Step 9: Process continues • Adjustments (if necessary) are made • Participant continues in program

  20. Adapted Physical Educators Role in Transition (from Block & Krebs, 1992)

  21. Krebs/Block Model • ID community-based sport/ recreation/fitness facility. • Work with community-based facility staff.

  22. Krebs/Block Model (cont.) • Conduct ecological inventory and discrepancy analysis. • Determine amount/type of support needed by each student.

  23. Krebs/Block Model (cont.) • Determine who will provide support and who will train support • Help with development of ITP.

  24. Krebs/Block Model (cont.) • Implement community-based recreation program. • Conduct on-going and summative evaluations.

  25. Sports as a Means to Facilitate Transition

  26. Sports Opportunities • What sports opportunities are available for individuals with developmental disabilities? • Community-based • School-based • Special programs

  27. Community-based Sports • Should children with disabilities be allowed to play in regular community sports leagues? • How much accommodations would be “reasonable” for a child with a disability? • At what point is competitive sports too competitive?

  28. Interscholastic Sports • Should children with disabilities be allowed to play in regular interscholastic sports leagues? • How much accommodations would be “reasonable” for a child with a disability? • At what point is competitive sports too competitive?

  29. Special Olympics • What is Special Olympics? • Who qualifies for Special Olympics? • What sports are available?

  30. Special Olympics (cont.) • What is “Unified Sports?” • What is “Motor Activities?” • Why has Special Olympics been criticized?

  31. Would you recommend Special Olympics to a parent of oneof your students? Why??? Why not???

  32. Other Special Sports Programs • Challenger Baseball • Therapeutic Recreation Program • horseback riding • swimming • other

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