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1 1. 2 IV 3 Educational Climate Career education virtually abandoned Public education open to all people Transition movement evolved from legislation.

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Presentation on theme: "1 1. 2 IV 3 Educational Climate Career education virtually abandoned Public education open to all people Transition movement evolved from legislation."— Presentation transcript:

1 1 1

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3 3 Educational Climate Career education virtually abandoned Public education open to all people Transition movement evolved from legislation as a result of Madeline Wills speech

4 4 Educational Climate Who is Madeline Will? In 1984-Director of Office of Special Education Rehabilitation (OSERS) Address at CEC convention Picture of M. Will and son Introduced transition as a federal initiative to fund projects in schools for school to work Transition became a national priority

5 5 Educational Climate Madeline Will cont Defined transition: as a set of coordinated activities as an extension of career education as programs and services in school as a process that should include adult community linkages as a shared responsibility Introduced new model in which to follow Bridges Model

6 6 Educational Climate OSERS Bridges Model Five-part model provides a way of organizing activities and plans to improve transition

7 7 Educational Climate OSERS Bridges Model Five-part model provides a way of organizing activities and plans to improve transition

8 8 Educational Climate An alternative transition model emerged in 1985 by Andrew Halpern. articles\Will's and Halpern's comparison.htm By Phillip Browning, PhD

9 9 Who was Andrew Andy Halpern? Research Interest: student assessment curriculum development program evaluation student self-determination policy analysis. In 1997 Halpern and others developed and published the Next S.T.E.P. Framed definition of transition in 1994 (Picture: Don Brolin to left and Andy Halpern to the right) Areas of research: student assessment curriculum development program evaluation student self-determination policy analysis employment opportunities

10 10 Class activity: Divide into 2-4 groups (depending on class size) 1) Groups 1: Skim information about the Wills model and repot to the class a brief description of its parts. 2) Group 2: Skim information about the Halperns model and repot to the class a brief description of its parts. 3) Group 3 Identify strengths and weakness of Wills model and report to class. 4) Group 4 Identify strengths and weakness of Halperns model and report to class.

11 11 Reflect: How did these two models in the 1980s change how professionals viewed transition practices for people with disabilities?

12 12 Vocational Legislation 1984-Carl D. Perkins Vocational Educational Act Underrepresented served in vocational programs Equal access to all program and services Required vocational assessment, counseling, support, and transition services 57% of funds divided among special groups-10% to special education Appropriations matched equally by state and local funding Easy to read brochure articles\Carl D. Perkins Vocational and Technical Education Act Chpt_5.pdf articles\Carl D. Perkins Vocational and Technical Education Act Chpt_5.pdf

13 13 Vocational Legislation Carl D. Perkins Vocational and Applied Technology Educational Act Amendments name changed Eliminated Set-aside funds eliminated Called for greater integration Called for greater local accountability Develop the academic, vocational, and technical skills of secondary and post secondary programs Academic Standards Integration of activities Flexibility in programming Research and professional development required

14 14 Special Education Legislation Education for all Handicapped Children Act Amendments (see slide 53) Work Legislation Job Training and Partnership Act Job training and placement for economically disadvantaged (including persons with disabilities) Funding for adult and summer youth programs Income requirements Receive welfare Income at poverty level

15 15 Work Legislation cont 1986 Job Training and Partnership Act Amendments and Reform Amendments of 1992 Establish programs for youth facing barriers to employment Continued funding Service delivery areas must establish community linkages

16 16 Researchers Mary Wagner- Director, Center for Education and Human Services Conducted almost 20 projects for federal, state, and local governments and for foundations and private clients Principal investigator for The National Longitudinal Transition Study-2 The National Behavior Research Coordination Center (NBRCC). The National Effectiveness of First Step to Success

17 17 Researchers Paul Wehman Vocation Transition Model (Wehman et al, 1985) Work preparation model where special education, vocation edication, and rehabilitation were linked to support students with severe disabilities Wehman's Three-Stage Vocational Transition Model (Wehman, Kregel, & Barcus, 1985) He pioneered the development of supported employment at VCU in the early 1980s He has published over 150 articles, 24 book chapters, and authored or edited 33 books

18 18 Researchers Robert Stodden Over the past 25 years, served as principal investigator/director of more than 100 research and training projects Director of the Center on Disability Studies and the National Center for the Study of Postsecondary Educational Supports, and is a Professor of Special Education at the University of Hawaii at Manoa. Served as a Kennedy Senior Policy Fellow with the Disability Policy Subcommittee in the United States Senate were he drafted much of the transition language in IDEA of 1997 Part IV 1980s-Transition Education Movement

19 19 Researchers Patricia L. Sitlington 3 text books 1998-A Practitioners Handbook 2006-Transition Education and Services for adolescents with disabilities A Practitioner's Handbook on Transition Assessment University of Northern Iowa

20 20 On to the 90s

21 21 What do you remember about special education climate when you were in school?

22 22 Educational Climate Research in self-determination Quality–of-life focus on transition Quality-of-life focus influence state and national research from or more seminal follow-up and follow- along studies from: Mithaug, Horiuchi, and Fanning (1985) Hasazi, Gordon, & Roe (1985) Wehman, Kregel, & Seyfarth (1985) Kranstover, Thurlow, & Bruininks (1989) Affleck, Edgar, Levine, & Kortering (1990) Iowa studies (Sitlington & Frank, 1990, 1993, 1994; Frank & Sitlington, 1993; Frank, Sitlington, & Carson, 1991) SRI National Longitudinal Transition Study

23 23 Educational Climate Various definitions transition by leaders in the field Andrew Halpern defined Transition in 1984 and many other professionals took his position. CEC adopted his definition of transition as their official definition.

24 24 Educational Climate Transition Models Paula Kohler Taxonomy for Transition Planning This is a model for planning, evaluating, and implementing transition services for youth with disabilities. The planning services include Student focused planning Family involvement Program structure an attributes Interagency collaboration Student development

25 25 View Taxonomy: Research on Taxonomy: Kohler, P.D. (1996) Taxonomy for transition programming: Linking research to practice. Champaign, IL: Transition Research Institute. University of Illinois at Urbana- Champaign

26 26 Who is Paula Kohler? Professor in the Special Education Program at Western Michigan University (WMU) and previouslyWMU a senior research associate with the Transition Research Institute at the University of Illinois. Interest include: effective transition programs transition-related competencies career and technical experiences work-based education other aspects of transition-focused education.

27 27 Compare and Contrast Activity Visually compare and contrast the 4 models discussed: Will (1984) Halpern (1985) Kohler (1998) Clark ( ) Which model best reflects your belief practices in transition?

28 28 Special Education Legislation IDEA 1997 The definition remained the same with two exceptions 1) coordinated set of activities could include related services 2) transition began at age 14 At age of majority student must include statement of informed rights in IEP If unable the state must appoint a legal guardian Access to general education IEP team must consider assistive technology

29 29 Special Education Legislation IDEA 1990 First federal legislation mandating that a statement of needed transition services be in the students IEP by age 16 (or young when appropriate). The definition Included multiple postsecondary outcomes Mandated the need for student involvement Included that the IEP team could include personnel for community and adult agencies

30 30 Rehabilitation Legislation Rehabilitation Act Amendments of 1998 and Title IV: Workforce Investment Act of 1998 linked the state vocational rehabilitation system to state work force investment system. Workforce Investment Act of titles Title I: Work force investment (WIA) Title II: Adult Education and Literacy Title II: Workforce Investment Title IV: Rehabilitation Act Amendments of1998 Title V: General Provisions

31 31 Rehabilitation Legislation Workforce Investment Act of 1998 Title I: Workforce Investment Act (WIA) Designed to serve low-income individuals Out-of-school youth Individual with disabilities Older and dislocated workers Fund services of youth who are in and out of school One-stop- centers

32 32 Rehabilitation Legislation The Americans with Disabilities Act of 1990 Extended Section 504 of Rehabilitation Act 1973 Equal access and reasonable accommodations to private sector Schools community employment

33 33 Vocational Legislation School to Work Opportunity Act of 1994 Transition supports for all students To train all students for work or continued education To provide work-based learning integrated with classes To improve linkages between occupational and academic learning and secondary and postsecondary environments Ensured students with disabilities employment opportunities in nontraditional careers.

34 34 Researchers Authored 7 books Interest include: Applying self- determination methods to educational and workplace settings postsecondary and the workforce Student-Directed Transition Planning Process Jim Martin Zarrow Endowed Chair in Special Education and is Director of Oaklahom Universitys Zarrow Center

35 35 Researchers Transition competencies for educators efs/dcdt/trans_educators.htm efs/dcdt/trans_educators.htm Research interest: Primary-transition of youth with disabilities from secondary school to adult life Developing skills of self- awareness, self-advocacy, self-motivation, and self- satisfaction Parental involvement Conflict mediation and resolution Leadership development Sharon Defur As a Co-Principal Investigator at W&M T/TAC

36 36 Researchers James Patton- Private consulting Adjunct Associate professor The University of Texas at Austin Developed Transition Planning Inventory with Gary Clark Research interest : transition assessment the infusion of real-life content into existing curricula, study skills instruction, behavioral intervention planning, accommodation of students with special needs in inclusive settings

37 37 Researchers Stan Shaw Co-author of Postsecondary Education and Transition for Students with Learning Disabilities (PRO-ED). Co-Director of the Center on Postsecondary Education and Disability. Interest: professional development for postsecondary disability personnel services for college students with disabilities disability policy and law Implementation of Section 504 teacher education

38 38 Researchers Michael Wehmeyer Authored more than 180 articles or book chapters Co-authored or co-edited 19 books on: self-determination transition, universal design for learning access to the general curriculum for students with significant disabilities, technology use by people with cognitive disabilities.

39 39 Class Discussion 1) Identify two events and/or people during the 1980s and 1990s that you feel have been most important in shaping current transition practices? Explain why?

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