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Presenting an Intersectoral Planning Tool THE TRANSITION FROM SCHOOL TO INDEPENDENT LIVING (TÉVA) The Comité régional TÉVA / Engagement Jeunesse pour les.

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Presentation on theme: "Presenting an Intersectoral Planning Tool THE TRANSITION FROM SCHOOL TO INDEPENDENT LIVING (TÉVA) The Comité régional TÉVA / Engagement Jeunesse pour les."— Presentation transcript:

1 Presenting an Intersectoral Planning Tool THE TRANSITION FROM SCHOOL TO INDEPENDENT LIVING (TÉVA) The Comité régional TÉVA / Engagement Jeunesse pour les jeunes handicapés Island of Montréal June 2012

2 Intersectoral TÉVA Toolbox by the Comité régional TÉVA /Engagement jeunesse pour les jeunes handicapés The toolbox will contain 4 intersectoral tools Training Tool (PowerPoint) Available in French English version to come Planning Tool (place mat) Available in French and English List of TÉVA assigned representatives Already completed: school boards, rehabilitation centres, employment services for people with disabilities Coming in : schools, CSSS, and recreational organizations Directory Part of the Action Plan 2

3 What is the TÉVA Planning Tool? An intersectoral transition planning tool produced through a consensus of the following networks: education health and social services employment recreation community organizations 3

4 Who created this tool? The tool was created by the Comité régional TÉVA/ Engagement jeunesse pour les jeunes handicapés. This committee brings together approximately twenty organizations on the Island of Montréal from various networks: education, health and social services, employment, recreation, and community organizations. A working subcommittee was given the mandate to create the tool. 4

5 Why plan the school-to-independent- living transition? Ensure a harmonious transition to adult life and thereby avoid anxiety in facing the future inactivity loss of acquired competencies and skills isolation distress 5

6 Why plan the school-to-independent- living transition? (continued) Help the young person living with a handicap lead a satisfying life after leaving school That life/the transition may take various forms: employment fulfilling activities recreation social network further studies 6

7 Goals of the Planning Tool Support the young person in defining and implementing his/her life goals Ensure a harmonious and uninterrupted transition to an independent adult life Help bring school-to-independent-living transition planning into action on the Island of Montréal in a context that brings together a number of partners 7

8 Target Audience for the Tool All administrators concerned and All personnel directly involved in organizing the transition to independent living (teachers, professionals, stakeholders). 8

9 Is this tool also for parents? The planning tool was devised to facilitate the efforts of those who work closely with targeted youth. It could be used as a support in interacting with parents, although the tool on its own does not include all the information necessary when introducing parents to the concept of the transition from school to independent living (TÉVA). 9

10 A Quick Glance at the Front A quick look at the front of the place mat lets us get to know the aims of the parties get a glimpse at the content and become familiar with the choices made by the Committee and which result in the place mat being a regional tool that is distinct from other creations associated with TÉVA 10

11 Aims Ensure a common vision of the approach taken by the young person and of the support process of the partners involved The process is always focused on the young person and his/her life goals Illustrate, in a concrete way, the young persons course of action in preparing his/her entry into independent adult living Specify the methods to apply within a framework of intersectoral collaboration. 11

12 A Glimpse at Content Targeted clientele Process for the young person Support from partners Shared responsibility 12

13 Choices Made The planning tool was created specifically for young people living with handicaps* who need to be supported in a planned, concerted way * A person with a deficiency causing a significant and persistent disability, who is liable to encounter barriers in performing everyday activities. An Act to secure handicapped persons in the exercise of their rights with a view to achieving social, school and workplace integration 13

14 Choices Made (continued) The concept of independent living includes all possible aspects of ones life goals: employment, further studies, training, fulfilling activities, recreation, social network, housing, transportation, and others. The starting point of the process is the students wishes in regard to his/her adult life and not the list of services for which he/she is eligible. It is up to every partner to support the young persons autonomy development. 14

15 Choices Made (continued) The process begins three years before leaving school, which demonstrates the importance of preparation. These three years are viewed separately so that the students progress stands out. The importance of joint responsibility is emphasized. Partners share the responsibility to provide support throughout the entire process and ensure continuity of support when the student leaves school. 15

16 A Quick Glance at the Back 16

17 Aims Illustrate the diversity of services that can be offered within the framework of a transition process Identify the Montréal partners in the school-to- independent-living transition process Smooth the way to setting up collaboration between the stakeholders from the various networks involved 17

18 A Glimpse at Content 18 Partners in the Transition from School to Independent Living (TÉVA) Grouped by key elements in the young persons life goals Key partners from the health and social services and employment networks Grouped by disability or disorder

19 Choices Made Create a tool whose jumping-off point is the needs of the young person and not the partners full list of available services Bring together the information that is essential in facilitating intersectoral links More detailed information will be provided in a forthcoming directory 19 Conclusion

20 Guided Tour This part of the presentation will provide additional explanations about the content of the tools different sections. 20

21 The Student in School The process is intended just as much for students integrated into regular classes as for students registered in specialized classes and schools. At the initial launch of the tool, the current priority is students in specialized classes and schools. 21

22 Young People Living with a Handicap The process is aimed at young people with a physical or sensory handicap an intellectual disability (including a mild intellectual disability, even if it does not correspond to a MELS handicap code) pervasive developmental disorder (PDD) a mental health disorder, to the extent that it leads to a handicap situation and who need a planned, concerted process in order to be successful in their transition from school to independent living 22

23 Steps in the Process 23 Define life goals Develop the skills and competencies to fulfill life goals Begin fulfilling life goals Continue fulfilling all aspects of life goals with no discontinuity Autonomy development continues throughout the process. Young people and their life goals are at the heart of the process

24 Steps in the Process 3 years before leaving school The young person defines life goals and begins to take action gets to know him/herself becomes more familiar with the resources available in his/her environment identifies all dimensions of his/her life goals acquires knowledge, competencies and skills related to life goals 24

25 Steps in the Process 2 years before leaving school The young person develops the competencies and skills required to fulfill life goals prepares for adult living personal, interpersonal and social skills autonomy in day-to-day living, housing, and transportation social network exploration and experimentation (work placements, recreation, activities in the community, transportation) studies related to life goals 25

26 Steps in the Process 1 year before leaving school The young person begins fulfilling life goals affirms his/her choices and becomes more specific as to life goals consolidates and develops his/her knowledge, competencies and skills develops a relationship with partners and with partners support, begins to fulfill some aspects of his/her life goals 26

27 Steps in the Process At the time of leaving school With the help of partners, the young person continues fulfilling all aspects of his/her life goals has significant knowledge, competencies and skills for adult life continues to develop his/her social network maintains his/her autonomy in transportation matters updates choices regarding social and occupational integration is ready to take the steps required to enter the workforce or is registered in post-secondary studies or a training program or is registered in fulfilling activities signs up for leisure activities 27

28 Steps in the Process Comments The contents of the four phases of the transition process are described in such a way as to highlight what distinguishes the phases. In reality, some activities might overlap more than one year. What is important is following each young persons rhythm. From the many suggested actions, select the ones that are best suited to the young persons life goals. 28

29 Partners and the Framework for their Collaboration Initiated by the school; the responsibility of all partners school young person and his/her parents health and social services network Health and Social Services Centre (CSSS) Rehabilitation Centre (CRDP, CRDITED) Youth Centre employment network Employment services for people with disabilities (SSMO-PH) recreational organizations community organizations (as needed) Framework for planning the TÉVA transition Transition Plan: an element of the students individualized education plan (IEP) Health network Individualized Service Plan ( ISP) and Individualized Intervention plan (IIP) 29

30 Specifics on Partner Collaboration 30 Involved in developing the transition plan The partners mentioned above are involved at the beginning of the process so as to get to know the young person and his/her family establish a relationship with him/her help life goals emerge make an initial forecast of the services and partners that will be required to define and fulfill the young persons life goals

31 Specifics on Partner Collaboration Involved in implementing the transition plan At suitable times, partners are called upon to help carry out the transition plan according to their expertise based on the young persons progress or based on the appearance of new needs For example Employment services for people with disabilities (SSMO- PH) will participate more intensively in the last year 31

32 At the centre: The student and his/her life goals. Based on the students profile, identify specialized partners in health and social services (3 CRDITED, 6 CRDP) and employment partners from the SSMO-PH network (8) TÉVA Partners from the Health & Social Services and Employment Networks 32

33 Access to Services Health and Social Services Network The CSSS (12) offer first line services and make referrals to specialized services within their network (e.g. Rehabilitation Centres) Employment Network The SSMO-PH and the Emploi-Québec local employment centres (CLE) are directly accessible 33

34 Identify the partners that offer the services required to address the young persons needs, as based on his or her life goals A large variety of services and partners are identified: Education and Training Preparing to Enter the Workforce Entering the Workforce Social Integration Leisure Housing Transportation Advancement and Protection of Rights Partners and Services Geared to the Young Persons Life Goals 34

35 This is the first version of this tool Adjustments may be made after a trial period The tool will be distributed and used in Public schools network Private special needs schools Health and Social Services Centres (CSSS) Rehabilitation Centres ( CRDITED and CRDP ) Employment services for people with disabilities ( SSMO-PH ) Local employment centres (CLE) Recreational organizations for people with disabilities Community organizations An Evolving Tool 35

36 Now its up to us! The Transition from School to Independent Living in Action 36

37 Members of the Comité régional TÉVA EDUCATION HEALTH AND SOCIAL SERVICES Ministère de lÉducation, du Loisir et du Sport (Montréal Regional Office) Commission scolaire de la Pointe-de-lÎle Commission scolaire de Montréal Commission scolaire Marguerite-Bourgeoys English Montreal School Board Lester B. Pearson School Board Regroupement des écoles privées en adaptation scolaire (RÉPAS) Agence de la santé et des services sociaux de Montréal Office des personnes handicapées du Québec Centre de réadaptation Lucie-Bruneau Centre de réadaptation Marie-Enfant CRDITED de Montréal CSSS de la Pointe-de-lÎle EMPLOYMENTCOMMUNITY ORGANIZATIONS Emploi-Québec (Island of Montréal Regional Office) Action main-dœuvre inc. SPHERE-Québec (Soutien à la personne handicapée en route pour lemploi au Québec) Comité régional des associations en déficience intellectuelle (CRADI) Regroupement des organismes de promotion du Montréal métropolitain (ROPMM) Réseau alternatif et communautaire des organismes en santé mentale de lîle de Montréal (RACOR) RECREATIONOTHERS City of Montréal AlterGo Engagement jeunesse Montréal 37

38 Design Committee for the TÉVA Planning Tool Roxane Bernard, Engagement jeunesse Montréal Michèle Bleau, Centre de réadaptation Lucie-Bruneau Amélie Clément, Action main-dœuvre inc. Élisabeth Cordeau, Office des personnes handicapées du Québec Samantha Gabriel, SPHERE-Québec Constance Labelle, Commission scolaire de la Pointe-de-lÎle Michel Massé, CRDITED de Montréal, secteur Nord Céline Robert, Commission scolaire de Montréal Philippe Sauvé, Direction régionale dEmploi-Québec de lÎle-de-Montréal 38

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