Presentation on theme: "Texas Transition Conference February 21, 2012 Leann DiAndreth-Elkins, Ed.D. Assistant Professor Special Education Texas Tech University"— Presentation transcript:
Texas Transition Conference February 21, 2012 Leann DiAndreth-Elkins, Ed.D. Assistant Professor Special Education Texas Tech University email@example.com ReGina Wise, M.Ed. Educational Diagnostician & Transition Coordinator HONDA SSA, Shallowater ISD firstname.lastname@example.org
“A coordinated set of activities for a student, designed within an outcome oriented process, which promotes movement from school to post- school activities…” (IDEA, 2004) “A period that includes high school, the point of graduation, additional postsecondary education or adult services, and the initial years of employment…a bridge between the security and structure offered by the school and the opportunities and risks of adult life.” (Madeline Will, 1986)
“The gathering of information for purposes of planning, instruction, or placement to aid in individual decision making.” (Taylor, 1997) The framework for transition planning Outcome-oriented: related to specific individualized adult outcomes
Identify student’s current abilities, career interests, curricular needs, transition goals Assess future environments and future potentials Provide data on how student might respond to postschool work, education, independent living, community situations “Final adult plans represent the accumulation of the student’s growth, education, and experiences before leaving high school.” (Sitlington et at., 1996)
“The most important reason for conducting transition assessments is to help students learn about themselves so as to better prepare them for taking an active role in their own career development.” (Osborn & Zunker, 2006) 4 essential transition requirements of IDEA (1990): Based on student needs, interests, preferences Developed through an outcome-oriented process Coordinated set of activities Designed to promote movement to postschool settings
Nature of Statute IDEA Funding Statute Section 504 Civil Rights Statue ADA Civil Rights Statute Jurisdiction States and school districts accepting money under the statue. Public and private schools (K-12) and higher education institutions accepting federal money. Public sector and parts of private sector (e.g., sector private schools). Requirements in the law Provides a free, appropriate, public education in the least restrictive environment. Requires any agency, school or institution receiving federal financial assistance to provide persons with disabilities to the greatest extent possible, an opportunity to be fully integrated into the mainstream. Extends coverage of section 504 to employment, public and private educational institutions, transportation providers and telecommunications, regardless of presence of any federal funding. Definitions in the law 13 specific disability categories; only if the disability adversely affects the child’s education to the extent that special education is necessary. Defines persons with disabilities as those who: have a physical or mental impairment which limits one or more major life activities; have a record of such an impairment; or are regarded as having an impairment. Definition of disability essentially same as Section 504 and extends coverage to persons without disabilities who may be related to or associated with a person with a disability. Who is covered Covers students with educational disabilities that require special education services until graduation. Birth to 21 years Protects all persons with a disability from discrimination in educational setting based solely on disability. Birth to death Program requirements Free appropriate public education in the least restrictive environment with an individualized education program. Nondiscrimination, reasonable modifications & accommodations, accessible facilities. Evaluation/ documentation School district is responsible for identifying and evaluating students with disabilities. Evaluations are the responsibility of the school and are performed at no expense to student/parent. Parents must consent to evaluations and placement decisions. Same as IDEA for K-12 Same as ADA for postsecondary Students must self-identify as having a disability and must provide adequate documentation of disability. Evaluations/documentation of disability are student’s responsibility and expense. Student has responsibility for advocacy, negotiating accommodations plan.
Before age 16: provide career awareness and exploration activities, discuss future options Beginning by age 16: write transition goals/plan After age 16: ongoing and continuous transition assessment and planning because students are experiencing many developmental changes
Student (when capable of doing so) Student’s family members Educators: general, special, vocational Related service providers: diagnosticians, school psychologists, therapists Community agency professionals: rehabilitation counseling, employment, services related to specific disabilities Postsecondary education professionals: college/university, community college, vocational, disability services Others: paraprofessionals, church workers, volunteer supervisors, student organization sponsors
Educational Environment: Academic skills Accommodation needs Test preparation for state exams Test preparation for college entrance exams College services needs Career/Vocational Environment: Leads to career selection Career development, awareness, exploration Workplace skills, demands, roles Work-related aptitudes and characteristics
Community Living Environment: Potential for independence Individual lifestyle preferences Self-care and management Supported-living needs Personal-Social Environment: Permeates all other environments Friendships/relationships Hobbies Community participation Marry/have children
Formal Assessment: Standardized instruments that include descriptions of their norming process, reliability and validity, and recommended uses. Have prerequisite qualifications to be able to administer formal assessments Informal Assessment: Lack formal norming process and reliability or validity information Most do not require professional qualifications to administer Inexpensive or even free Require more subjectivity and data can be used on an ongoing basis
Standardized Tests: Should be non-discriminatory Assess academic abilities: Intelligence Academic achievement Curriculum-based Assess adult living skills: Functional-living skills inventories Adaptive behavior assessments Assess preferences: Learning style Personality Career interest Work values Self-determination Portfolio: Documents student’s progress throughout their transition process May include: Academic work Journal entries Assessments Inventories Additional transition activities
Authentic Assessment: Conducted within student’s actual living, learning, and working environments (current and future) Assesses student’s real-life skills, self- determination, motivation, and interests Observations of student in real-life settings Interviews with student, family, co-workers Ecological assessment of student’s current or future environment
Some Practical Ways to Assess: Paper and pencil tests Structured student and family interviews Community or work-based assessments Curriculum-based assessments
Level 1: Review existing information Conduct student interview Conduct interest assessment Conduct personality or preference assessment Conduct aptitude test Level 2: Targets students career choices and builds on level 1 assessment Clarify student’s interests Prepare student to exit high school Level 3: Work related behaviors and is used when students need additional assistance with identifying long term career goals General career maturity Job readiness
Three basic questions: Where is the student presently? Where is the student going? How does the student get there?
Based on assessment data: Does the student’s strengths, needs, interests, abilities fit with his/her intended future goals? What are realistic goals for the student? What are the cultural/family expectations for the student? With which community agencies should the student begin working? Is postsecondary education an option for the student? If so, what type and what processes need to be completed?
Clark, G.M. (2007). Assessment for transition planning. Austin, TX: Pro-ed. Clark, G.M., Patton, J.R., & Moulton, L.R. (2000). Informal assessments for transition planning. Austin, TX: Pro-ed. Huefner, D.S. (2000). Getting comfortable with special education law: a framework for working with children with disabilities (p. 60). Norwood, MA: Christopher-Gordon. Flexer, R.W., Baer, R.M., Luft, P., & Simmons, T.J. (2008). Transition planning for secondary students with disabilities. Upper Saddle River, NJ: Pearson. Kochhar-Bryant, C.A. (2009). What every teacher should know about: Transition and IDEA 2004. Upper Saddle River, NJ: Pearson. Miller, R.J., Lombard, R.C., Corbey, S.A. (2007). Transition assessment: Planning transition and IEP development for youth with mild to moderate disabilities. Boston: Pearson. National Secondary Transition Technical Assistance Center. (2009). Age appropriate transition assessment guide. Retrieved from http://www.nsttac.org/products_and_resources/tag.aspx Osborn, D.S., & Zunker, V.G. (2006). Using assessment results for career development. California: Thomson Publishing. Rojewski, J. (2002). Career assessment for adolescents with mild disabilities: Critical concerns for transition planning. Career Development for Exceptional Individuals, 25, 73-95. Sitlington, P.A., Neubert, D.A., & Clark, G.M. (2010). Transition education and services for students with disabilities (5 th ed.). Boston: Merrill.